Practice and Exploration of the Cultivation of Scientific Innovation Ability Based on RBL Teaching Method
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摘要:
目的 探索基于研究的学习（research based learning，RBL）教学法对本科生科研创新能力的影响。 方法 一共212 名本科生纳入研究，其中传统教学组有104名，RBL教学组有108名，之后，教师对2组学生的科研创新能力进行客观评价，并调查了学生对教学效果的满意度。 结果 RBL教学组本科生的科研创新能力总分高于传统教学组（P < 0.001），RBL教学组本科生在实验设计、实验操作、报告撰写、结果汇报、提问问题与回答问题能力，以及对教学效果的满意度均高于传统教学组（P < 0.01）。 结论 RBL 教学法可以提高本科生的科研创新能力。 Abstract:Objective To explore the impact of research based learning（RBL） teaching method on undergraduate research innovation ability. Methods A total of 212 undergraduate students were involved in this study. Among them, 104 undergraduate students participated in the traditional teaching method, and 108 undergraduate students participated in the RBL teaching method. After they finished the comprehensive experiment in medical immunology, we assessed the scientific innovation ability and the degree of satisfaction of teaching effectiveness. Results The undergraduate research and innovation capabilities of the RBL teaching group are higher than those of the traditional teaching group（P < 0.001）. The undergraduate students in the RBL teaching group have higher abilities in experimental design, experimental operation, report writing, result presentation, questioning and answering, as well as satisfaction with teaching effectiveness, compared to the traditional teaching group（P < 0.01）. Conclusion The RBL teaching method can significantly improve the scientific innovation ability of undergraduate students. -
图 1 传统教学组和RBL教学组学生科研创新能力总分得分比较
***P < 0.001。
Figure 1. Comparison of the total score of the scientific innovation ability between traditional teaching group and RBL teaching group
图 2 传统教学组和RBL教学组学生科研创新能力各维度得分比较
**P < 0.01，***P < 0.001。
Figure 2. Comparison of the scores of each dimension between traditional teaching group and RBL teaching group
图 3 传统教学组和RBL教学组学生对教学满意度的评分比较
*P < 0.05，***P < 0.01。
Figure 3. Comparison of the scores of degree of satisfaction between traditional teaching group and RBL teaching group
表 1 传统教学组和RBL教学组学生基本资料比较（$ \bar x \pm s $）
Table 1. Comparison of the basic information between the traditional teaching group and RBL teaching group （$ \bar x \pm s $）
组别 学生
（n）男生
（n）女生
（n）平均
年龄（岁）免疫学
实验基础GPA 传统教学组 104 50 54 21.16 ± 1.16 无 3.52 ± 0.39 RBL教学组 108 53 55 20.89 ± 1.07 无 3.47 ± 0.43 F — — — 1.285 — 1.082 P — — — 0.273 — 0.311 
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