应用学导式教学法培养学生的评判性思维能力

To culture critical thinking ability of nursing students by applying learning-guiding teaching method

[目的]探讨在内科护理学教学中培养学生评判性思维能力的方法。[方法]在内科护理学理论课的授课中,对2003级护理本科学生采用学导式教学方法1年,2002级护理本科学生采用传统的讲授式授课1年,1年后采用直接评价(加利佛尼亚评判性思维倾向量表)与间接评价(多选题、概念图)相结合的方法评价学生评判性思维能力。[结果]2003级学生的评判性思维能力总得分高于2002级学生,总分差异有统计学意义(P<0.01),多选题、概念图测试中2003级学生得分明显高于2002级学生,差异有统计学意义(P<0.01)。[结论]采用学导式教学法有利于调动学生的学习积极性和主动性,有利于提高学生的评判性思维能力。

Objective： To probe into methods of cultivating critical thinking ability of nursing students in internal medicine nursing teaching. Methods： In the course of giving internal medicine nursing lessons, learning-guiding teaching method was adopted for grade 2003 college nursing students for one year. However, nursing students of grade 2002 were given lessons by adopting traditional teaching. Then critical thinking ability of students was evaluated by direct method （California critical thinking tendency scale） combined with indirect method （multiple choice questions and conception diagrams）. Results： The average score of college nursing students of grade 2003 was remarkably higher than that of grade 2002 students. There was statistical significant difference in terms of total score between them （ P 〈 0.01 ）. In terms of multiple choice questions and conception diagrams, scores of students in grade 2003 were high- er than that of grade 2002 students. And there were statistical significant differences between them （P 〈 0.01 ）. Conclusion： Learning - guiding teaching is profit to drive students to think actively and initiatively in their studies, and to enhance the critical thinking ability of nursing students.