文章研究了基于项目式学习(PBL, Project-Based Learning)教学法对绿色建筑设计课程改革方法,分析了绿色建筑设计课程改革的必要性,讨论了PBL教学法融入绿色建筑设计教学的可行性,发现PBL教学法非常适合绿色建筑设计课程教学,提出了绿色建筑设计课程改革的四个模块,总结了基于PBL的绿色建筑设计课程的教学方法,展示了相关教学成果,为绿色建筑教学改革提供了新的思路和方法。This study investigates the teaching reform methods for green building design courses based on the Project-Based Learning (PBL) teaching method. It analyzes the necessity of reforming green building design courses and discusses the feasibility of integrating the PBL teaching method into green building design education. The findings demonstrate that the PBL teaching method is highly suitable for green building design instruction. The research proposes a four-module framework for course reform and summarizes teaching methodologies grounded in PBL principles. Additionally, it showcases relevant teaching achievements, thereby providing innovative ideas and approaches for the teaching reform of green building education. This work offers fresh perspectives and methodologies for advancing teaching innovations in green building education.
目的:探索住院医师规范化培训时应用以问题为基础的教学法(Problem-Based Learning, PBL)的意义。方法:选择2022年7月~2024年6月在复旦大学附属闵行医院进行规范化培训的住陪学员86名,随机分为观察组(传统教学与PBL教学法相结合教学模式,43名)和对照组(传统教学方式,43名)。对比这两组规培学员出科时的理论和临床技能考核成绩。结果:观察组住培学员的出科理论成绩(88.86 ± 5.78分)高于对照组住培学员(83.59 ± 3.72分) (P P Objective: This paper aims to explore the significance of applying Problem Based Learning (PBL) in standardized training for resident physicians. Methods: A total of 86 resident trainees who underwent standardized training at Minhang Hospital affiliated with Fudan University from July 2022 to June 2024 were randomly divided into an observation group (43 participants using a combination of traditional and PBL teaching methods) and a control group (43 participants using traditional teaching methods). The theoretical and clinical skill assessment scores of these two groups of trainees at the time of graduation were compared. Results: The theoretical scores of the observation group’s resident trainees (88.86 ± 5.78) were higher than those of the control group’s resident trainees (83.59 ± 3.72) (P P < 0.05). Conclusions: The PBL teaching method is beneficial for improving the theoretical knowledge and problem-solving ability of resident trainees, and is of great significance in improving the quality of standardized training for resident physicians.
