1) PBL teaching reform
PBL教学改革
1.
Status and role of teachers in PBL teaching reform
论PBL教学改革中教师的地位和作用
2) PBL teaching
PBL教学
1.
Application of opening laboratory and PBL teaching method in the experiment teaching of medical laboratory sciences;
开放实验室及PBL教学在医学检验学实验教学中应用的探讨
2.
Evolving and practicing PBL teaching to set up new mode of oral histopathologic teaching;
创建口腔组织病理学PBL教学新模式
3.
Application of PBL teaching model in neurology clinical teaching;
PBL教学法在神经内科见习中的应用
3) PBL teaching
PBL教学法
1.
Evaluation of effect on PBL teaching in course of general practice(GP) for clinical medical undergraduates;
PBL教学法在全科医学理论教学中的效果分析
2.
PBL teaching is an international popular didactical paradigm,but there is seldom practical experience in local higher medical education.
PBL教学法目前已成为国际上较为流行的教学模式。
3.
With two-year effort of teaching practice,the authors make a success of the establishment of research teaching system in the course of Advanced Development in Pharmaceutics which aims at training graduates′ innovative abilities with adoption of Seminar teaching and PBL teaching methods.
该体系以培养及激发研究生创新能力为主导思想,采用了sem inar教学法、PBL教学法等国外常用的教学方法。
4) PBL
PBL教学
1.
Application of problem-based learning(PBL) in clinical practice of pediatric medicine;
PBL教学法在儿科临床见习中的应用体会
2.
Application and discussion of PBL teaching in medical microbiology of seven-year medical program;
PBL教学法在七年制医学微生物学授课中的应用与体会
3.
Application of problem-based learning(PBL) in endocrinology clinical practice
PBL教学法在内分泌见习教学中的应用
5) Problem-based learning
PBL教学法
1.
Applying problem-based learning (PBL) to teaching of regional anatomy;
PBL教学法应用于局部解剖学教学的初探
2.
Objective To explore the effect of problem-based learning(PBL) in improving clinical trainees thinking and comprehensive practical ability in clinical teaching of orthodontics.
目的探讨PBL教学法在口腔正畸科临床教学中的应用对提高临床实习生的思维和综合应用知识能力的影响。
6) problem based learning
PBL教学
1.
To explore the application of problem based learning(PBL) teaching model in disinfection,students from 2003 grade of hygienic analysis were selected for evaluation as test group on chemical disinfection.
为了探讨PBL教学模式在医学消毒学教学中的应用,选取了化学消毒法内容在2003级卫生检验专业学生中进行尝试,并与采取传统教学模式的2001级和2002级同专业的学生比较,期末成绩两者并无明显差异,但有关化学消毒法内容的得分两者存在显著性差异;同时对教学效果的调查显示,这种方法受到学生的欢迎,学习的积极性、主动性大为提高。
2.
In reform of PBL(problem based learning)_teaching in single courses,a prominent problem was which was the central link,the problem or the knowledge.
以单门课程为基础的PBL教学改革存在着突出问题———以问题还是以知识为中心。
补充资料：PB
分子式：
CAS号：
性质： 由1-丁烯均聚或与少量其他α-烯烃共聚而成的一种热塑性树脂。结晶度50％～55％，密度0.91～0.915g/cm3。拉伸强度28～32MPa，悬臂梁缺口冲击不断，邵氏硬度D32～55。脆化温度<-187℃，维卡软化点113～121℃。有突出的耐环境应力开裂性，而且抗蠕变性、耐磨性、耐化学药品性、耐热性好，可在-30～100℃下长期使用。可采用齐格勒-纳塔催化剂，经浆液聚合、本体聚合或气相聚合制得。在加工成制品时存在晶形转变问题。在室温和常压下，大约5～7天后才逐渐由不稳定的II型晶态转变成稳定的I型晶态。主要用于热水管、工业用管、气体管等，用以代替铜管或铝管，也用于薄膜，板材、容器、密封件、单丝等。
CAS号：
性质： 由1-丁烯均聚或与少量其他α-烯烃共聚而成的一种热塑性树脂。结晶度50％～55％，密度0.91～0.915g/cm3。拉伸强度28～32MPa，悬臂梁缺口冲击不断，邵氏硬度D32～55。脆化温度<-187℃，维卡软化点113～121℃。有突出的耐环境应力开裂性，而且抗蠕变性、耐磨性、耐化学药品性、耐热性好，可在-30～100℃下长期使用。可采用齐格勒-纳塔催化剂，经浆液聚合、本体聚合或气相聚合制得。在加工成制品时存在晶形转变问题。在室温和常压下，大约5～7天后才逐渐由不稳定的II型晶态转变成稳定的I型晶态。主要用于热水管、工业用管、气体管等，用以代替铜管或铝管，也用于薄膜，板材、容器、密封件、单丝等。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条