PBL教学在中学生艾滋病教育中的探索应用

目的 探讨问题导向式学习(PBL)教学法在中学生艾滋病健康教育的应用效果,为拓展青少年艾滋病健康教育提供科学性参考。方法 随机选取本地区某中学初一年级2个班102名中学生,分别设置对照组与干预组,对照组采用传统课堂讲授法,干预组采用PBL教学法。干预前后采用同一问卷进行调查。结果 干预后,对照组仅在“艾滋病全称”等6项知识(χ2=6.029～9.434,P=0.004～0.028)的知晓率与“应将艾滋病病人进行隔离(χ2=17.275,P＜0.001)”、“应对艾滋病病人关心同情(χ2=5.696,P=0.017)”2个条目的态度正向率较干预前有所提高;干预组在各项知识知晓率与态度正向率较干预前均有所提高(χ2=3.840～23.520,P均＜0.001～0.05)。干预前,两组在知识知晓率及态度正向率方面的差异无统计学意义(P均＞0.05);干预后,干预组在“艾滋病的全称”等9项知识的知晓率均高于对照组(χ2=4.943～10.183,P=0.026～0.001),仅在“对艾滋病病人具有恐惧感”的态度正向率高于对照组(χ2=11.330,P=0.001)。结论 中学生艾滋病健康教育中,PBL教学法具有更好的教学效果,可以在传统课堂教授法的基础上结合运用。

Exploration and application of problem-based learning (PBL) in AIDS health education for middle school students

Objective To explore the application effect of problem-based learning (PBL) teaching method in AIDS health education among middle school students, so as to provide the scientific reference for developing AIDS health education among adolescents. Methods A total of 102 middle school students in two classes of grade one in a middle school in this area were randomly selected. The control group and the intervention group were set up respectively. The traditional classroom teaching method was used in the control group and the PBL teaching method was used in the intervention group. The same questionnaire was used before and after the intervention. Results After the intervention, in the control group, the awareness rates of only 6 items of knowledge, such as "full name of AIDS". (χ2=6.029-9.434, P=0.004-0.028), and the positive attitude rates of 2 entries, such as "AIDS patients should be segregated" (χ2=17.275, P<0.001) and "responding to AIDS patients' concern for sympathy" (χ2=5.696, P=0.017) improved compared with those before the intervention. After the intervention, the knowledge awareness rate and positive attitude rate in the intervention group were higher than those before the intervention (χ2=3.840-23.520, all P<0.001-0.05). Before the intervention, there was no significant difference in knowledge awareness rate and positive attitude rate between the two groups (P>0.05); after the intervention, the awareness rates of 9 items of knowledge in the intervention group were higher than those in the control group (χ2=4.943-10.183,P=0.026-0.001), and the positive rate of "fear of AIDS patients" in the intervention group was higher than that in the control group (χ2=11.330, P=0.001). Conclusion The PBL teaching method has a better teaching effect in AIDS health education for middle school students. It can be applied on the basis of traditional classroom teaching method.