摘要
目的 探讨与分析基于奥苏贝尔理论的标准化教学在本科生教学中的应用价值。方法 本次研究纳入2021年9月-2024年2月包头医学院护理学院大三全日制本科生330名，采用随机数字表法进行完全随机分组：由第三方统计人员生成随机数字序列，按1:1比例将研究对象分为实验组165名、对照组165名，分组结果由专人密封保存，授课教师与学生均不知晓分组方案，有效避免选择偏倚与分组偏倚。本研究经医院管理委员会审批通过，所有学生均知情同意并自愿参与。对照组实施常规标准化教学模式，实验组在对照组教学的基础上给予奥苏贝尔理论的标准化教学，两组教学观察时间为3个月，记录两组的教学效果。结果 教学3个月后实验组的形成性考核成绩、终核性考核成绩都显著高于对照组（P<0.05）。两组教学3个月后自我效能感评分、满意度评分均显著高于教学前（P<0.05），实验组教学后评分显著高于对照组（P<0.05）。结论 基于奥苏贝尔理论的标准化教学在本科生教学中的应用能提高课程成绩，也可提高本科生的学业自我效能感与满意度。
关键词： 奥苏贝尔理论；标准化教学；本科生；课程成绩；学业自我效能感；满意度
Abstract
Objective To explore and analyze the application value of standardized teaching based on Ausubel’s theory in undergraduate teaching. Methods This study included 330 full-time third-year undergraduate students of the School of Nursing, Baotou Medical College, from September 2021 to February 2024. A random number table method was used for completely randomized grouping: a random number sequence was generated by a third-party statistician, and the subjects were divided into an experimental group (n=165) and a control group (n=165) at a 1:1 ratio. The grouping results were sealed and kept by designated personnel. Neither the instructors nor the students were aware of the grouping scheme, effectively avoiding selection bias and grouping bias. This study was approved by the hospital management committee, and all students gave informed consent and participated voluntarily. The control group received standard teaching based on conventional methods, while the experimental group received standardized teaching based on Ausubel’s theory in addition to the standard teaching provided by the control group. The observation period for both groups was three months, and the teaching effects were recorded. Results After three months of teaching, the formative and final assessment scores of the experimental group were significantly higher than those of the control group (P<0.05). Self-efficacy and satisfaction scores in both groups were significantly higher after three months of teaching than before teaching (P<0.05), with the experimental group showing significantly higher scores after teaching than the control group (P<0.05). Conclusion The application of standardized teaching based on Ausubel’s theory in undergraduate education can improve course grades and also enhance undergraduates’ academic self-efficacy and satisfaction.
Key words： Ausubel’s theory; Standardized teaching; Undergraduates; Course grades; Academic self-efficacy; Satisfaction
参考文献 References
[1] 叶锦荷,张晓玲,张丽萍,等.师资教学技能考核对护理本科实习生核心能力的影响[J].中国继续医学教育,2024,16(1): 131-135.
[2] 徐贵霞,李秀川,刘春芳,等.基于客观结构化临床考试的护理专业学生临床思维能力培养研究[J].蚌埠医学院学报,2024,49(3):415-420.
[3] 高婧,李春,李瑜,辜诗敏,等.本科护理学导论课程思政教学设计与实践[J].中华护理教育,2024,21(3):312-318.
[4] 匡霞,潘玲玲,胡迪,等.进展性案例教学在心血管内科护理本科生实践教学中的应用[J].卫生职业教育,2024,42(8): 101-104.
[5] 樊芳芳,班敬孝.启发式临床医学教学模式联合以问题为基础的教学模式在临床本科护理带教中的应用观察[J].中华养生保健,2024,42(1):78-80,84.
[6] 代群莉,袁峰,刘玉平,等。在课程思政引领下“多元立体化”教学模式在骨科临床护理教学中的应用效果[J].全科护理,2024,22(2):379-382.
[7] 樊杭,王嘉孺,张瑛,等.本科护生对外科护理学BOPPPS教学模式学习体验的质性研究[J].卫生职业教育,2024,42(4): 93-96.
[8] 刘海军,姜艳,付雷.基于临床标准病例的混合式教学法在急诊科临床护理教学中的应用[J].卫生职业教育,2024, 42(3):92-95.
[9] 张冬梅,张林,黄安乐,等.护理本科生对课内翻转课堂学习体验的质性研究[J].卫生职业教育,2024,42(2):78-81.
[10] 张晓梅,王园,罗冬华,等.3D动画联合情景模拟教学方式在护生临床见习中的应用[J].当代护士,2024,31(5):157-160.
[11] 田朝霞,李红梅,赵敏,等.本科助产综合实训课程思政的教学设计与实践[J].中华护理教育,2024,21(1):27-31.
[12] 谷芳秋,崔慧霞,于洪宇,等.混合式教学模式在《基础护理学》教学中的应用[J].继续医学教育,2024,38(3):59-62.
[13] 陈逸雯,贺惠娟,张媛,等.以生命教育为切入点的基础护理学课程思政教学设计与实施[J].护理学杂志,2024,39(6): 68-72.
[14] 孟亚平.高校招生视域下中医院校护理本科人才培养策略研究[J].军事护理,2024,41(1):108-111.
[15] 本玉凤,苏桂婷,刘芳.本科护生对翻转课堂模式接受情况的调查及影响因素分析[J].卫生职业教育,2024,42(7):72-74.
[16] 韩金荣,李转珍.基于奥苏贝尔动机理论的健康教育方法测评问卷的编制[J].中国卫生产业,2023,20(12):159-165.
[17] 罗银河.奥苏贝尔有意义学习理论对中西医结合儿科学教学的启示[J].中国中医药现代远程教育,2014,12(3):81-82,封3.
[18] 陈彦文,明海霞,王强,等.“双主体互动”教学模式在局部解剖学教学中的实践与教学效果分析[J].解剖学杂志,2015,(3):372-374.