基于多元智能理论的研究性学习评价方案在护理学基础教学中的应用

Application of research learning evaluation program based on multiple intelligence theory in basic teaching of nursing

目的探讨基于多元智能理论的连续性评价方案在护理学基础研究性学习中的应用。方法选取南京中医药大学护理学专业2019级本科81名学生为研究对象,按组间基本特征均衡可比的原则分为对照组40名和观察组41名。观察组采用多元化、多主体、多方法的连续性评价方案,对照组采用传统评价方案。比较观察组、对照组学生研究性学习成绩及分析两组“研究性学习评价情况调查问卷”结果,从而评价方案的应用效果。结果观察组学生在研究内容、结构与逻辑性、文献应用方面的得分优于对照组(P<0.05),且“研究性学习评价情况调查问卷”结果显示观察组学生对于评价方案的支持率高于对照组(P<0.05)。结论研究性学习的评价方案多元化、连续化可以激发学生的内驱力,避免组内分工不均问题,促进学生多元智能的发展;教师应改变“统一”的小组制评价标准,关注学生个体智能水平和发展的差异性,重视不同评价主体及过程性评价、发展性评价在研究性学习中的重要性。

Objective To discuss the application of continuity evaluation scheme based on multiple intelligence theory in basic research learning of nursing.Methods 81 undergraduate students of Nanjing University of Chinese Medicine were selected as the research objects,they were divided into 40 control group and 41 observation group according to the principle of balanced and comparable basic characteristics between groups.The diversified,multi-subject,multi-method and continuous evaluation scheme was adopted in the observation group,and the traditional evaluation scheme in the control group.Compare the research learning performance of the observation group and analyze the results of the research learning evaluation questionnaire of the two groups,so as to evaluate the application effect of the program.Results Students in the observation group scored were better than the control group in research content,structure and logic,and literature application(P<0.05),and the results of"Research-based learning evaluation questionnaire"showed that the approval rate of students in the observation group was higher than the control group(P<0.05).Conclusion The diversification and continuity of research learning evaluation schemes can stimulate students'inner drive,avoid the problem of uneven division of labor in the group and promote the development of students'multiple intelligence;Teachers should change the"unified"group system evaluation standard,pay attention to the differences of students'individual intelligence level and development,and pay attention to the importance of different evaluation subjects and developmental evaluation in research-based learning.