思考-配对-共享:促进公平参与和深入讨论
Amy R Guenther1, Cathleen M Abbott2
1College of Education, Saginaw Valley State University, University Center, MI.
PRiMER (Leawood, Kan.)
|February 26, 2024
概括
在早期医学教育中,Think-Pair-Share (TPS) 提高了学生参与度和讨论质量. 学生发现TPS对学习有益,特别是思维和配对组件.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
- 课堂教学 教学 在课堂教学
背景情况:
- 学生参与增强了参与,学习和课堂动态.
- 思考-配对-共享 (TPS) 是一种旨在促进参与和学习的教学策略.
- 早期医学教育受益于促进学生积极参与的战略.
研究的目的:
- 在早期医学教育中研究思考-配对-共享 (TPS) 的有效性.
- 评估TPS对学生参与,讨论质量和学习的影响.
- 在TPS实施期间评估参与分配的公平性.
主要方法:
- 视频录制小组讨论的内容分析.
- 使用股权映射软件来分析参与分布.
- 管理学生调查以收集有关学习体验的反.
主要成果:
- 思考-配对-共享 (TPS) 显著增加了学生的参与.
- 随着TPS的实施,课堂讨论的质量得到了改善.
- 学生们报告了对学习的积极影响,特别重视了"思考"和"配对"阶段.
结论:
- 思考-配对-共享 (TPS) 是一种有效的策略,用于加强学生参与和对话在医学教育.
- TPS促进公平参与和更深层次的协作学习.
- 医学教育工作者可以利用TPS培养一个更具互动性和有效的学习环境.
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