Vol.6 No.3 (March 2016)
Investigation on Undergraduates’ Orientation of Team-Based Learning
彭杜宏 ：苏州科技大学，江苏 苏州
The Team-based Learning Orientation Questionnaire for Undergraduates was developed to inves-tigate 400 undergraduates. Results showed that firstly, the general situation of current undergra-duates’ orientation of TBL was at critical level, especially the mean scores of emotional and beha-vioral orientation were low. There were 66.5% students clearly recognizing the value of team-based learning (TBA), but only a few students liked to use it. Secondly, students of different genders and majors had significant differences in cognitive orientations of TBL, while there was no significant difference in emotional and behavioral orientations. Thirdly, the main factors that leaded students not to like TBL were having difficulty to get opinions’ unity, few teamwork opportunities, and so on. On the contrary, main factors leading students to like it were great help via team learning, more actual opportunities for team learning. These two reflected that teamwork effect and team learning opportunities decide whether students use it or not. The study will inspire us to change undergraduates’ solo learning model, drive students to use team-based learning effectively and realize high quality higher education.
彭杜宏 (2016) 大学生团队学习取向调查研究。 心理学进展， 6， 352-358. doi: 10.12677/AP.2016.63046
 耿博(2016). 大学生学习倦怠表现量表的编制. 高教学刊, (1), 203-204.
 郭进隆(译) (1998). 第五项修炼——学习型组织的艺术与实务(第2版). 上海: 上海三联书店. ([美] Senge, P. M., 1990)
 欧阳扬帆(2016). 从学习动机理论看大学生学习问题. 亚太教育, (3), 262-263.
 彭杜宏, 刘电芝(2009). 认知互动: 团队学习内部过程的透视. 教育学报, 5(2), 40-46.
 王雁飞, 杨怡(2012). 团队学习的理论与相关研究进展述评. 心理科学进展, 20(7), 1052-1061.
 于惠钧, 赵正黎, 刘晓林(2015). 高校大学生学习倦怠的现状及对策研究. 教育教学论坛, (38), 213-214.
 赵宝春(2012). 直接经验对自主学习意愿的影响: 基于计划行为理论的应用. 心理科学, 35(4), 921-925.
Blatchford, P., Baines, E., Rubie-Davies, C., Bassett, P., & Chowne, A. (2006). The Effect of New Approach to Group Work on Pupil-Pupil and Teacher-Pupil Interactions. Journal of Educational Psychology, 98, 750-765.
Freeman, M. (2012). To Adopt or Not to Adopt Innovation: A Case Study of Team-Based Learning. The International Journal of Management Education, 10, 155-168.
Haidet, P., Levine, R. E., Parmelee, D. X., Crow, C., Kennedy, F., Kelly, A., et al. (2012). Guidelines for Reporting Team- Based Learning Activities in the Medical and Health Sciences Education Literature. Academic Medicine, 87, 292-299.
Kelly, P. A., Haidet, P., Schneider, V., Searle, N., Seidel, C. L., & Richards, B. F. (2005). A Comparison of In-Class Learner Engagement across Lecture, Problem-Based Learning, and Team Learning Using the Strobe Classroom Observation Tool. Teaching and Learning in Medicine, 17, 112-118.
 Kim, H. R., Song, Y., Lindquist, R., & Kang, H. Y. (2015). Ef-fects of Team-Based Learning on Problem-Solving, Knowledge and Clinical Performance of Korean Nursing Students. Nurse Education Today, 38, 115-118.
Koles, P., Stolfi, A., Borges, N., Nelson, S., & Parmelee, D. (2010). The Impact of Team-Based Learning on Medical Students’ Academic Performance. Academic Medicine, 85, 1739-1745.
Rania, N. Rebora, S., & Migliorini, L. (2015). Team-Based Learning: Enhancing Academic Performance of Psychology Students. Procedia—Social and Behavioral Sciences, 174, 946-951.
Thompson, B. M., Schneider, V. F., Haidet, P., Levine, R. E., McMahon, K. K., Perkowski, L. C., et al. (2007). Team-Based Learning at Ten Medical Schools: Two Years Later. Medical Education, 41, 250-257.