| 基金项目:西安医学院教育教学改革研究项目(2018JG-12);西安医学院护理学省级重点学科建设项目(16hlxk08) |
|
| 摘要点击次数: 1083 |
| 全文下载次数: 438 |
| 中文摘要: |
| 目的 评价任务驱动教学结合形成性评价在《护理研究》课程教学中的应用效果。方法 以2016级56名护理专业学生为研究对象，将任务驱动教学法与形成性评价在《护理研究》课程教学中结合应用，引导学生参与并完成整个护理研究过程。通过问卷调查的方法，了解学生在课程前后自主学习能力、创新能力和学习行为的变化，以此评价教学效果。采用SPSS 24.0进行t检验和卡方检验。结果 课程前学生的自主学习能力得分（90.43±9.45）与课程后学生的自主学习能力得分（94.73±9.64）的差异有统计学意义（t=-11.87，P<0.05），突出表现为信息能力和学习合作能力的变化有统计学意义（P<0.05）。课程前学生的创新能力得分（73.64±10.12）与课程后学生的创新能力得分（77.34±12.31）的差异有统计学意义（t=-3.05，P<0.05），其中创新思维能力和创新实践能力的变化有统计学意义（P<0.05）。此外，学生的学习行为也有显著改变，表现为预习、复习以及提问行为的增多。结论 任务驱动教学法结合形成性评价能提高学生的自主学习能力、学习行为和创新能力。 |
| 英文摘要: |
| Objective To evaluate the application effect of task-based teaching combined with formative evaluation in the teaching of Nursing Research. Methods A total of 56 nursing students from Batch 2016 were selected as the research objects. The task-based teaching method and formative evaluation were applied in the teaching of Nursing Research to guide the students to participate in and complete the whole nursing research process. The changes of students' autonomous learning ability, learning behavior and innovation ability before and after the course were investigated by questionnaires, so as to evaluate the teaching effect. SPSS 24.0 was used for t test and chi-square test. Results There were significant differences in the scores of students' independent learning ability before the course (90.43±9.45) and that after the course (94.73±9.64) (t=-11.87, P<0.05), especially in the aspects of information ability, learning and cooperation ability (P<0.05). There were significant differences in the score of students' innovation ability before the course (73.64±10.12) and that after the course (77.34±12.31) (t=-3.05, P<0.05), especially in the aspects of innovative thinking ability and innovative practice ability (P<0.05). In addition, the students' learning behavior also changed significantly, which was manifested in the increased action of preview, review and questioning. Conclusion Task-based teaching method combined with formative evaluation can improve students' autonomous learning ability, learning behavior and innovation ability. |
|
查看全文 查看/发表评论 下载PDF阅读器 |
|
| 关闭 |
|
|
|
