Emling R C, Gellin M E
J Dent Educ. 1976 Feb;40(2):86-9.
The results of this study demonstrate that the programed text, slide-tape, and lecture do not differ greatly in effectiveness at any ability level. This fact eliminates the potential nightmare of having to assign dental students to different teaching formats according to academic ability. Future research should concentrate on the long-range effect of self-instructional materials, especially for the development of the effective study habits and self-reliance, which may be particularly important for low academic ability students. It is possible that academic ability is not the most important factor in matching students to teaching formats. Perhaps student personality characteristics will yield more useful guideposts for tailoring teaching to the student's best advantage.
本研究结果表明，程序化文本、幻灯片录音和讲座在任何能力水平上的效果差异不大。这一事实消除了根据学术能力将牙科学生分配到不同教学形式的潜在噩梦。未来的研究应集中在自我 instructional 材料的长期效果上，特别是对于有效学习习惯和自立能力的培养，这对于学术能力较低的学生可能尤为重要。学术能力可能不是将学生与教学形式相匹配的最重要因素。也许学生的个性特征将为根据学生的最大优势量身定制教学提供更有用的指导方针。
