提升高职生学习参与度的护理学基础课程混合式教学设计与实践

doi:10.3761/j.issn.1672-9234.2024.06.009

摘要/Abstract

摘要：

目的探讨护理学基础中的混合式教学活动设计对提升高职护理专业学生学习参与度的效果。方法基于探究社区理论设计一系列混合式教学活动，线上活动包括“案”“言”“赞”“图”；线下活动包括“境”“问”“比”“评”。在114名护理高职生中开展护理学基础课程教学，并应用混合式教学活动。课程结束后评价学生线上、线下学习参与度，以及期末成绩的及格率和优秀率；应用中文版探究社区量表调查学生的学习体验，并进行教学改革前后比较。结果教学任务完成率为76.3%~100%；视频观看时长782.7~1 028.7（851.6±100.7）min；发表讨论话题73个，回复4 210个；图表作业发布32个，回复3 019个；教师回复448个，点赞2 430次。线下课堂记录显示，96%的学生主动提出了问题，小组汇报平均3~5次。教学改革后的线上参与度、线下参与度、期末成绩的及格率和优秀率均高于教学改革前（P<0.05）。教学改革后学生的探究社区量表总分及各维度得分均高于教学改革前（P<0.05）。结论本研究设计的混合式教学活动可以提高学生对护理学基础课程教学的学习参与度，加速个人知识建构，提高学生学习专注度。

关键词: 教育，护理, 课程, 探究社区理论, 护理学基础, 混合式教学

Abstract:

Objective To evaluate the effects of the blended learning teaching activity in improving students’ participation in the course of Fundamentals of Nursing. Methods Based on the theory of Community of Inquiry，the blended learning teaching activity was designed and applied in 114 vocational nursing students participated in the course. The online teaching activities including“Case，Speech，Like，Picture” and the off-line teaching activities including “Realm，Ask，Compare，Comment”. The scores，participation in online and off-line teaching activities and Community Inquiry scale were collected after the teaching. Results For the completion rate，76.3% to 100% of 65 tasks were finished. The micro lessons’ watching time ranged from 782.7 to 1 028.7 min（851.6±100.7 min） with 73 onboard discussion topics and 4 210 answers. Assignments in table or graph format were delivered，with 3 019 replies. Teachers made 448 assessments with 2 430 “likes”. Offline class observed 96% students brought out questions actively，and the group presentations averaged 3 to 5 times. Comparing to last semester，both online and offline engagement and learning achievement improved significantly（P<0.05）. The total score of Community Inquiry scale and scores of cognitive presence，teaching presence and social presence enhanced significantly（P<0.05）. Conclusion The blended learning teaching activity could enhance the effect of blended learning，improve the deep learning and learning concentration.

Key words: Education，Nursing, Curriculum, Community of Inquiry theory, Fundamentals of Nursing, Blended learning

周丽荣,郝圆圆. 提升高职生学习参与度的护理学基础课程混合式教学设计与实践[J]. 中华护理教育, 2024, 21(6): 695-699.

ZHOU Lirong,HAO Yuanyuan. The effects of the blended learning teaching activity in improving students’ participation in the teaching of Fundamentals of Nursing in vocational school[J]. Chinese Journal of Nursing Education, 2024, 21(6): 695-699.

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参考文献 16

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