| 基金项目:江苏省高等教育教改研究立项课题(2017JSJG408);江苏护理职业学院教研培育建设项目(CJB2019Y20);江苏高校"青蓝工程"资助项目(苏教师〔2018〕12号文);江苏省高校优秀中青年教师和校长境外研修计划资助项目(苏教师函〔2019〕12号) |
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| 中文摘要: |
| 目的 基于需求分析理论，建设人体生理学课程教学资源，探讨其应用效果。方法 选取2018级三年制护理专科在校生作为研究对象，按随机化原则，将其按所在班级纳入观察组（97人）和对照组（99人）。观察组学生采用需求分析理论视域下一体化教学资源进行教学，对照组学生则应用传统课程资源进行教学。课程结束后，比较两组学生的理论与实践考核成绩、教学感受的差异性。采用SPSS 20.0进行t检验。结果 观察组学生的理论[（73.67±8.76）vs.（70.48±8.36）]和实践技能成绩[（84.41±4.83）vs.（83.63±4.27）]与对照组相比，差异有统计学意义（P<0.05）；在对学习探究意识、自主学习能力、评判思维能力等9个教学效果分项目及总体的评分上高于对照组，差异有统计学意义（P<0.01）。结论 基于需求分析理论进行人体生理学教学资源建设，可提高资源建设的有效性和针对性，将其运用于教学可显著提升教学效果、激发学生主观能动性、培养其综合能力、提高课堂效率。 |
| 英文摘要: |
| Objective Based on the theory of demand analysis theory, to build teaching resources of human physiology course and explore its application effect. Methods The three-year nursing junior college students of Batch 2018 were selected as the research objects. According to the principle of randomization, the students were divided into the observation group (97 cases) and control group (99 cases). Students in the observation group used integrated teaching resources from the perspective of demand analysis, while students in the control group used traditional curriculum resources. After the end of the course, the differences between the two groups of students' theoretical and practical assessment results and teaching experience were compared SPSS 20.0 was used for t test. Results The results of theoretical [(73.67±8.76) vs. (70.48±8.36)] and practical skills [(84.41±4.83) vs. (83.63±4.27)] in the observation group were significantly different from those in the control group (P<0.05). The overall scores of 9 teaching effect sub-items, such as learning awareness of inquiry, independent learning ability and critical thinking ability, were significantly higher than those of the control group (P<0.01). Conclusion The construction of human physiology teaching resources based on demand analysis theory can improve the effectiveness and pertinence of resource construction, and the effective use of resources in teaching can significantly improve the teaching effect, stimulate students' subjective initiative, cultivate their comprehensive ability and improve classroom efficiency. |
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