基于《护理学基础》的微课程学习轨迹分析

Analysis of micro-lecture operation in course of Fundamentals of Nursing

目的根据护理大专学生在《护理学基础》教学中利用网络微课程的学习轨迹，分析学生学习习惯的特点和学习效果。方法学生利用课余时间通过微课程学习《护理学基础》课程的任务知识点，分析3个月内学生在手机或电脑终端访问微课程的次数、学习轨迹及成绩等，评价微课程的运行情况及学生学习效果。结果参加微课程学习的56名大专护理学生在3个月的学习周期内每位学生平均访问2～3次／d，其中86．59％在移动端登录。每日网站访问次数呈波浪式曲线，且学习高峰在下午4点到晚12点之间，学生观看基本技能部分的视频的时长明显高于基础理论知识部分。学期末课程考试成绩与访问次数和视频观看时长呈正相关。结论微课程有助于学生利用碎片化时间进行学习，且为教师提供学生的知识需求，提高教学效果。

Objective To evaluate the website operation and effect of micro-lecture in the course of Fundamentals of Nursing among higher vocational nursing students. Methods Students learned the knowledge point on the micro-lecture website in the course of Fundamentals of Nursing. The number of visits to the site, learning curve, and scores of the students were analyzed to evaluate the website operation. Results The mean number of click int was 2 to 3 for each student every day and 86.59% of them were on mobile phones among the 56 students in three months. The learning curves of the website visit were wavy during the course of study. While the peak of the visit was from 16：0f） to 24：00. The length of visit for fundamental skill was significantly longer than that for basic theory. There were positive correlation between the test scores and click int or length of website visit. Conlusions Micro-lecture helps students use fragmented time and provides the students＇ demand for learning to improve the teaching effect.