体验式教学联合网络平台在《护理学导论》教学中的应用
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摘要
目的探讨体验式教学联合网络教学平台在《护理学导论》教学中的应用。方法选择本校2016级本科护理专业8个班的学生共390名,在《护理学导论》课程中开展体验式教学模式联合网络教学平台进行教学,课程结束后采用问卷了解教学效果。结果学生对体验式教学模式联合网络教学平台教学效果总体表示满意,其中见习体验效果、提高学生综合能力以及网络教学平台使用效果满意率平均为93.66%,94.54%,91.21%。结论体验式教学模式联合网络教学平台运用于《护理学导论》教学中,在整合优化教学资源、促进课堂延续方面发挥了一定优势,该教学方法可提高学生学习能力和提升综合能力。
Objective To explore the application of the teaching mode of experiential teaching combined with the Sakai platform in the course of Introduction to Nursing Science. Methods The new teaching mode was used for the Introduction to Nursing Science among undergraduate nursing students in grade 2016 of 390 students. After the course completion, self-made questionnaires were used to evaluate the teaching results. Results The students expressed their satisfaction with the teaching effect of the experiential teaching mode and the network teaching platform. The satisfaction rate of the apprentice experience, the improvement of students' comprehensive ability and the use of the network teaching platform were 93.66%, 94.54% and 91.21%, respectively. Conclusions The new teaching mode exerts certain advantages in integrating and optimizing teaching resources and promoting classroom continuity. It can improve learning ability, increase team ability and enhance comprehensive ability.
Objective To explore the application of the teaching mode of experiential teaching combined with the Sakai platform in the course of Introduction to Nursing Science. Methods The new teaching mode was used for the Introduction to Nursing Science among undergraduate nursing students in grade 2016 of 390 students. After the course completion, self-made questionnaires were used to evaluate the teaching results. Results The students expressed their satisfaction with the teaching effect of the experiential teaching mode and the network teaching platform. The satisfaction rate of the apprentice experience, the improvement of students' comprehensive ability and the use of the network teaching platform were 93.66%, 94.54% and 91.21%, respectively. Conclusions The new teaching mode exerts certain advantages in integrating and optimizing teaching resources and promoting classroom continuity. It can improve learning ability, increase team ability and enhance comprehensive ability.
引文
[1]杜琳,卢公标.体验式教学模式在护理学导论教学中的应用研究[J].中华护理教育,2015,12(12):893-898.
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[3]张成剑,许小明,刘霜,等.体验式教学联合MOODLE课程管理系统在《护理学导论》教学中的探讨[J].医学教育研究与实践,2017,25(2):260-262.
[4]方仕婷,苏吉儿,夏雅雄,等.网络教学平台在护理学基础教学中的应用研究[J].中华护理教育,2015,12(6):434-437.
[5]张程,刘慧君.基于Sakai平台的案例体验跟踪教学模式探索[C]. 2014第十四届计算机应用技术交流会论文集.重庆大学,2014:22-23.
[6]孙辉,刘飞,刘雁.Sakai平台在高校教学中的应用研究[J].课程教育研究,2016,11(9):123-124.
[7]刘建波,李章章,黄俭强.重点大学护理本科生专业认同感研究[J].护理研究,2010,24(36):3316-3317.
[8]王佳琳,田甜.《护理学导论》教学中体验式教学的应用及效果分析[J].中国护理管理,2015,15(3):315-318.
[9]蔡永雪.网络教学平台在护理教育中的应用现状[J].中国临床护理,2018,10(5):445-447.
[10]李雨昕,罗珊,杨茜.基于虚拟仿真技术的翻转课堂在护理学基础实验教学中的应用[J].卫生职业教育,2017,35(8):103-104.
[11]皮流丽.项目教学法结合网络教学平台在中职内科护理教学中的应用[J].卫生职业教育,2018,36(17):71-72.
[12]程更生,余桂林,郑一瑾.基于网络平台的情景体验式教学模式运用于灾害护理学教学的探讨[J].教育教学论坛,2013,4(14):93-94.
[13]宁顺兰,潘岚.基于网络平台的研究性教学模式与实践[J].中国电力教育,2012,27(23):87-90.
[2]张胜硕,袁枫,王继红.体验式教学的发展及其应用进展[J].中华护理教育,2014,11(5):389-391.
[3]张成剑,许小明,刘霜,等.体验式教学联合MOODLE课程管理系统在《护理学导论》教学中的探讨[J].医学教育研究与实践,2017,25(2):260-262.
[4]方仕婷,苏吉儿,夏雅雄,等.网络教学平台在护理学基础教学中的应用研究[J].中华护理教育,2015,12(6):434-437.
[5]张程,刘慧君.基于Sakai平台的案例体验跟踪教学模式探索[C]. 2014第十四届计算机应用技术交流会论文集.重庆大学,2014:22-23.
[6]孙辉,刘飞,刘雁.Sakai平台在高校教学中的应用研究[J].课程教育研究,2016,11(9):123-124.
[7]刘建波,李章章,黄俭强.重点大学护理本科生专业认同感研究[J].护理研究,2010,24(36):3316-3317.
[8]王佳琳,田甜.《护理学导论》教学中体验式教学的应用及效果分析[J].中国护理管理,2015,15(3):315-318.
[9]蔡永雪.网络教学平台在护理教育中的应用现状[J].中国临床护理,2018,10(5):445-447.
[10]李雨昕,罗珊,杨茜.基于虚拟仿真技术的翻转课堂在护理学基础实验教学中的应用[J].卫生职业教育,2017,35(8):103-104.
[11]皮流丽.项目教学法结合网络教学平台在中职内科护理教学中的应用[J].卫生职业教育,2018,36(17):71-72.
[12]程更生,余桂林,郑一瑾.基于网络平台的情景体验式教学模式运用于灾害护理学教学的探讨[J].教育教学论坛,2013,4(14):93-94.
[13]宁顺兰,潘岚.基于网络平台的研究性教学模式与实践[J].中国电力教育,2012,27(23):87-90.