维特罗克的建构主义学习理论与护理教学的关系
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摘要
目的:探讨维特罗克的建构主义学习理论与护理教学的关系。方法:选择护理系两个班的学生100名平分为常规班和对照班,一班采用维特罗克的学习理论,另外一班无须采用。在教学过程中时刻严密观察学生学习的积极性、主动性与互动性,两班的成绩与教师的关系,进行比较。结果:采用构建主义学习理论的班在学习的积极性上有45名学生积极性提高,主动性上48名学生提高,而互动性上49名学生明显好转,再按学生数转化成比率,分别是90%、96%、98%。结论:采用维特罗克的学习理论后学生的成绩明显上升,学生间的互动性和教师之间的互动性也明显提高,特别是与教师的关系明显好转。
Objective:To explore the relationship between Vitroll's constructivist learning theory and nursing teaching.Methods:We chose 100 students from two classes of nursing department and divided them equally into the regular class and control class,one class used Vitroll's learning theory,the other class did not need.In the process of teaching,we should closely observe the enthusiasm,initiative and interaction of students.Finally,we compared the performance of the two classes with the teacher's relationship.Results:In the enthusiasm of learning in the class of constructivist learning theory,45 students improved their enthusiasm,48 students improved their initiative,and 49 students improved significantly.The conversion rate was 90%,96% and98% respectively according to the number of students.Conclusion:After using Vitroll's constructivist learning theory,the students' performance has increased significantly,and the interactivity between students and the interactivity between teachers has also improved significantly,especially the relationship with teachers has improved significantly.
Objective:To explore the relationship between Vitroll's constructivist learning theory and nursing teaching.Methods:We chose 100 students from two classes of nursing department and divided them equally into the regular class and control class,one class used Vitroll's learning theory,the other class did not need.In the process of teaching,we should closely observe the enthusiasm,initiative and interaction of students.Finally,we compared the performance of the two classes with the teacher's relationship.Results:In the enthusiasm of learning in the class of constructivist learning theory,45 students improved their enthusiasm,48 students improved their initiative,and 49 students improved significantly.The conversion rate was 90%,96% and98% respectively according to the number of students.Conclusion:After using Vitroll's constructivist learning theory,the students' performance has increased significantly,and the interactivity between students and the interactivity between teachers has also improved significantly,especially the relationship with teachers has improved significantly.
引文
[1]李新成,陈琦.维特罗克生成学习理论评价[J].山西大学学报(哲学社会科学版),1998,(4):81-87.
[2]马向真.论维特罗克的生成学习模式[J].华东师范大学学报(教科版),1995,(2):45-51.
[3]周蕾.论维特罗克的生成学习理论对教学的启示[J].南京医科大学学报(社会科学版),2003,(2):182-183.
[2]马向真.论维特罗克的生成学习模式[J].华东师范大学学报(教科版),1995,(2):45-51.
[3]周蕾.论维特罗克的生成学习理论对教学的启示[J].南京医科大学学报(社会科学版),2003,(2):182-183.