反思支架在高职内科护理学对分课堂教学中的应用研究

doi:10.3761/j.issn.1672-9234.2025.03.009

摘要/Abstract

摘要：

目的探讨深度学习理论下反思支架在高职内科护理学教学中的应用效果。方法采用便利抽样法，选取江西省某高校高职护理专业二年级学生为研究对象，以班级为单位分为试验组（54名）和对照组（56名）。试验组采用有反思支架的对分课堂教学，教学过程包括课前准备、讲授新课、独自学习、课堂讨论和课后反思5个环节，学生在课后根据支架完成3轮反思日志。对照组采用无反思支架的对分课堂教学。通过期末成绩、反思日志质量、自我反思与洞察力评价量表、深度学习调查量表评价教学效果。结果试验组第3次反思日志得分高于第1次（t=8.590，P<0.001）。教学后，试验组期末成绩、自我反思与洞察力得分、深度学习能力得分均高于对照组（t=4.605、3.423、2.093，P<0.05）。结论深度学习理论下对分课堂反思支架有利于促进学生反思，有效提高学生的自我反思洞察力和深度学习能力，从而提升教学质量。

关键词: 深度学习, 反思支架, 反思日志, 对分课堂, 内科护理学

Abstract:

Objective To explore the application effect of the post-class reflection scaffolding in the perspective of deep learning in the teaching of Internal Medicine Nursing course in vocational colleges. Methods A convenience sampling method was used to select second-year nursing students in a higher education institution in Jiangxi Province. These students were divided into an experimental group（54 students） or a control group（56 students） according to the class. The experimental group adopted a presentation-assimilation-discussion（PAD） class teaching model with a reflection scaffolding，including five phases：pre-class preparation，teaching new content，individual study，classroom discussion，and post-class reflection. Students completed three rounds reflective diary based on the scaffolding after class. Meanwhile，the control group adopted a routine PAD class teaching model without a reflection scaffolding. Effect evaluation included final examination，reflection log quality，Self-Reflection and Insight Scale，and Deep Learning Scale. Results The reflection log score in the third round of the experimental group was higher than that of the first round（t=8.590，P<0.001）. In post-teaching，the experimental group scored significantly higher in final examination，self-reflection insight and deep learning ability than the control group（t=4.605， 3.423，2.093，P<0.05）. Conclusion The PAD class teaching model with a post-class reflection scaffolding in the perspective of deep learning is helpful in improving the levels of reflective diary，enhancing students’ self-reflection insight and deep learning abilities，thereby enhancing teaching quality.

Key words: Deep learning, Reflection scaffolding, Reflective diary, Presentation-assimilation-discussion class, Internal medicine nursing

闵瑰, 戚雯琰. 反思支架在高职内科护理学对分课堂教学中的应用研究[J]. 中华护理教育, 2025, 22(3): 306-312.

MIN Gui, QI Wenyan. Application of a reflection scaffolding in Internal Medicine Nursing course in higher vocational nursing education[J]. Chinese Journal of Nursing Education, 2025, 22(3): 306-312.

图/表 5

参考文献 16

[1]	张学新. 对分课堂:大学课堂教学改革的新探索[J]. 复旦教育论坛, 2014, 12(5):5-10.
	Zhang XX. PAD class:a new attempt in university teaching reform[J]. Fudan Educ Forum, 2014, 12(5):5-10.
[2]	闵瑰, 邓媛, 戚雯琰. 深度学习视域下对分课堂教学在高职内科护理学教学中的应用研究[J]. 中华护理教育, 2024, 21(5):569-574.
	Min G, Deng Y, Qi WY. Application of PAD class teaching model in Internal Medicine Nursing course from the perspective of deep learning[J]. Chin J Nurs Educ, 2024, 21(5):569-574.
[3]	吴秀娟, 张浩, 倪厂清. 基于反思的深度学习:内涵与过程[J]. 电化教育研究, 2014, 35(12):23-28,33.
	Wu XJ, Zhang H, Ni CQ. Deep learning based on reflection:connotation and process[J]. E Educ Res, 2014, 35(12):23-28,33.
[4]	刘清堂, 郑欣欣, 邓伟. 学习日志反思脚手架设计及应用效果分析[J]. 现代远距离教育, 2021(5):3-11.
	Liu QT, Zheng XX, Deng W. The design and application effects analysis of reflective scaffold based on learning journals[J]. Mod Distance Educ, 2021(5):3-11.
[5]	刘清堂, 常瑀倍, 吴林静, 等. 课前学习支架促进学生问题生成与认知水平提升[J]. 电化教育研究, 2023, 44(7):59-66.
	Liu QT, Chang YB, Wu LJ, et al. Pre-class learning scaffolding promoting students’ question generation and cognitive improvement[J]. E Educ Res, 2023, 44(7):59-66.
[6]	余胜泉, 汤筱玙. 智能时代的人才培养模式改革与创新[J]. 开放教育研究, 2024, 30(3):45-52.
	Yu SQ, Tang XY. Reform and innovation of talent cultivation model in the era of intelligence[J]. Open Educ Res, 2024, 30(3):45-52.
[7]	杨南昌, 李嘉. 基于视频论文创作的深度学习:BYOD环境下课堂教学的应用探究[J]. 电化教育研究, 2018, 39(12):85-93.
	Yang NC, Li J. Deep learning based on video essay:an exploration of classroom teaching in BYOD environment[J]. E Educ Res, 2018, 39(12):85-93.
[8]	闵瑰, 戚雯琰, 李小丹. 深度学习视域下高职对分课堂教学模式构建研究[J]. 职业技术教育, 2023, 44(14):45-51.
	Min G, Qi WY, Li XD. Construction of higher vocational PAD class teaching mode from the perspective of deep learning[J]. Vocat Tech Educ, 2023, 44(14):45-51.
[9]	Grant AM, Franklin J, Langford P. The Self-reflection and Insight Scale:a new measure of private self-consciousness[J]. Soc Behav Pers, 2002, 30(8):821-835.
[10]	刘健, 刘露, 陈秀红, 等. 自我反思与洞察力量表中文版在精神障碍患者中应用的效度和信度[J]. 中国心理卫生杂志, 2018, 32(5):369-374.
	Liu J, Liu L, Chen XH, et al. Validity and reliability of the Chinese-version of the Self Reflection and Insight Scale in patients with mental disorders[J]. Chin Ment Health J, 2018, 32(5):369-374.
[11]	吴炜炜, 潘燕鸿, 李海森, 等. 护理本科生反思洞察力与共情能力的相关性研究[J]. 中华护理教育, 2023, 20(3):289-293.
	Wu WW, Pan YH, Li HS, et al. The correlation between self-reflection and insight ability and empathy of undergraduate nursing students[J]. Chin J Nurs Educ, 2023, 20(3):289-293.
[12]	李月. 基于对分课堂理论的初中信息技术课深度学习研究[D]. 贵阳: 贵州师范大学, 2022.
	Li Y. Research on deep learning of junior high school information technology course based on the theory of divided classroom[D]. Guiyang: Guizhou Normal University, 2022.
[13]	李同同, 刘华, 邬月野. 职业教育“人字梯型”教学模式建构[J]. 成人教育, 2023, 43(7):73-81.
	Li TT, Liu H, Wu YY. Construction of teaching model of “herringbone ladder” in vocational education[J]. Adult Educ, 2023, 43(7):73-81.
[14]	贺中华, 杨红梅. 发现学习理论下成人高等教育发展路径探究[J]. 山西广播电视大学学报, 2022, 27(4):62-65.
	He ZH, Yang HM. Research on the development path of adult higher education under the theory of discovery learning[J]. J Shanxi Radio TV Univ, 2022, 27(4):62-65.
[15]	吴文峰, 陈甜, 黄肖嘉棋, 等. 中文版自我反思与洞察力量表在青少年群体中的信效度[J]. 中国临床心理学杂志, 2022, 30(5):1174-1178.
	Wu WF, Chen T, Huang XJQ, et al. Reliability and validity test of the Chinese version of the Self-reflection and Insight Scale in adolescents[J]. Chin J Clin Psychol, 2022, 30(5):1174-1178.
[16]	马芸, 郑燕林. 走向深度学习:混合式学习情境下反思支架的设计与应用实践[J]. 现代远距离教育, 2021(3):89-96.
	Ma Y, Zheng YL. Guide to deep learning:the design and practice of reflection scaffolds in the context of blended learning[J]. Mod Distance Educ, 2021(3):89-96.