认知负荷理论指导下促进护生深度学习的教学改革与实践

Promoting deep learning of nursing students:based on cognitive load theory

目的:探讨基于认知负荷理论的教学改革对护生深度学习的应用效果。方法:用实验法分别对华北理工大学护理学专业2017和2018级的学生进行教学,2017级学生为对照组,采用传统教学方法;2018级学生为实验组,采用基于认知负荷理论的教学方法,观察两组学生在学习结束后深度学习和高阶思维的差异。结果:实验组的深度学习现状、临床推理与反思能力均显著高于对照组(P<0.05)。结论:实施基于认知负荷理论的教学改革能够促进护生实现深度学习,养成高阶思维。

Objective:To explore the application effect of teaching reform based on cognitive load theory on deep learning of nursing students.Methods:The students of grade 2017/2018,majoring in nursing in North China University of Science and Technology,were taught by experimental method.The students of grade 2017 were the control group,and traditional teaching was adopted.Grade 2018 was the experimental group.The teaching method based on cognitive load theory was adopted to observe the differences of deep learning and higher-order thinking between the two groups after learning.Results:The deep learning status,clinical reasoning and reaction ability of the experimental group were significantly higher than those of the control group(P<0.05).Conclusion:The teaching reform based on cognitive load theory can promote nursing students to realize deep learning and develop higher-order thinking.