真理越辩越明：辩论式教学结合PBL教学法在口腔医学教学中的实践与影响因素分析

目的探索辩论式教学结合基于问题教学（PBL）在口腔教学实践中的应用，并使用矩阵结构分析（AMOS）结构方程研究其影响因素。 方法将辩论式教学引入到教学中来，与PBL有机结合，通过辩论教学的发动和准备、辩论队组建和开展辩论来提高学生多方面的素质和能力。通过成绩评价法和AMOS结构方程评价辩论结合PBL教学法的学习效果和相关效应分析。 结果AMOS结构方程分析显示，批判性思维对辩论式教学结合PBL教学法的效应最大，为0.34，自主学习对其效应为0.29，医学教育环境中的教师知觉对其影响最大，为0.33。其有助于教学中问题的凝练与展开，培养了学生批判精神和创造性思维能力，锻炼了学生口才表达能力和交流能力，有助于提高学生的团队合作精神，提高了医学教学成绩。 结论辩论式教学结合PBL教学法有助于提高学生学习的效率和能力，学生易于接受，效果较好。

The more debate,the more clearer: The practice and evaluation of debate teaching combined with PBL teaching method in oral clinical education

ObjectiveDebate has the characteristics of tit-for-tat, active thinking, free and open, and thought-provoking. This article explores the application of debate-based teaching method combined with PBL teaching method (debate plus PBL method) in oral clinical teaching practice, and investigates how to improve the quality of teaching. MethodsThe debate-based teaching is introduced into clinical teaching. It is automatically combined with PBL teaching method, which improves students′ various qualities and abilities through the initiation and preparation of debate teaching, the formation of debate teams, and the development of debates. The learning effect and analysis of Moment Structure (AMOS) were preformed to evaluate the effects of debate plus PBL method. ResultsAMOS showed that critical thinking has the greatest effect on debate plus PBL method, reaching 0.34, together with autonomous learning is up to 0.29, and teacher perception in medical education environment is 0.33. Debate plus PBL method helps to condense and unfold the problems in PBL teaching, cultivate students′ critical spirit and creative thinking ability. Such method also benefit for exercising students′ eloquence and communication ability, and improving students′ team spirit. ConclusionDebate plus PBL method combined with PBL teaching method can help improve the efficiency and learning skill of students. Furthermore, students are easier to accept such teaching method.