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目的：探讨 LBL（ Lecture-based Learning）结合 PBL（ Problem-Based Learning）教学在生理学教学中的应用及效果。方法：以山西医科大学汾阳学院 2012 级影像专业本科生为研究对象，学生随机分为两个教学班（ A 班与 B 班）。 A 班（ 1 02 人）采用 LBL 教学， B 班（ 42 人）采用 LBL 结合 PBL 教学。其中， B 班在 PBL 教学中分为 7 个小组，每组 6 人。课程结束后，两班采取相同试卷考试，对考试总成绩及论述题成绩比较分析，采用 DREEM 量表对教育环境进行评估。结果： B 班论述题成绩显著高于 A 班（ P<0. 05），但两班总成绩差异无统计学意义（ P>0.05）； DREEM 量表调查显示， B 班学生的学习知觉、环境知觉、社交自我知觉、教育环境评估得分显著高于 A 班（ P<0.05）；两班对教师的知觉、学术自我知觉得分差异无统计学意义（ P>0.05）。结论： LBL 结合 PBL 教学可有效改善生理学教学环境，提高教学效果。

英文摘要:

Objective:To investigate the application and evaluation of Problem-Based Learning (PBL) plus Lecture-based Learning (LBL) in physiology teaching.Methods:The imaging students of 201 2 session in Fenyang College of Shanxi Medical University were studied. The students were randomly divided into two classes (Class A and Class B). Class A (1 04) implemented LBL teaching, and class B (42) implemented LBL plus PBL teaching, where, class B was divided into 7 groups in the PBL teaching (n=6). After the end of the course, tests scores and essay scores were analyzed, and educational environment was assessed by DREEM table of two classes.Results:The essay scores of class B were significantly higher than those of class A (P<0.05), but there was no statistical difference of the total scores in two classes (P>0.05). The scores of students perception, environmental perception, social self-perception and educational environment assessment in class B were significantly higher than those in class A (P<0.05); but there was no statistical difference of the perception to teachers' scores and academic self-perception scores in two classes (P>0.05).Conclusion:LBL plus PBL could effectively improve the environment and quality of teaching.

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