“金课”建设背景下《儿科护理学》智慧课堂的构建  

Construction of smart classroom of pediatric nursing under the background of“Gold Course”

作　　者：梅雅琪 刘安诺[1] 牛霞[1] 方继红 张莉莉[3] Mei Yaqi;Liu Annuo;Niu Xia;Fang Jihong;Zhang Lili(School of nursing,Anhui Medical University,Hefei,Anhui,230031,China;Department of nursing,Anhui provincial children's hospital,Hefei,Anhui,230031,China;NICU ward of high-tech block,the first affiliated hospital of Anhui Medical University,Hefei,Anhui,230031,China)

机构地区：[1]安徽医科大学护理学院,安徽合肥230031 [2]安徽省儿童医院护理部 [3]安徽医科大学第一附属医院高新院NIUC病区

出　　处：《齐齐哈尔医学院学报》2023年第3期285-289,共5页Journal of Qiqihar Medical University

基　　金：安徽省教育厅2020年高等学校省级质量工程项目(2020jyxm0871、2020jxtd128)。

摘　　要：目的探讨“金课”建设背景下《儿科护理学》智慧课堂的构建及效果。方法选择2021年9月—2022年1月(共1学期)本学院2019级学生作为调查对象,课程开始前和课程结束后通过问卷星发放调查问卷,课程前、后均发放303份问卷。以MOOC为智慧课堂教学平台,以雨课堂为智慧课堂教学工具,结合传统教学模式开展线上、线下混合式教学,教学实施前、后评价其自主学习能力、评判性思维能力,以及实施后的线上MOOC学习情况、线下期末理论成绩、混合式教学满意度情况。结果88%学生视频浏览完成率为100%,线上MOOC学习总成绩为(84.25±5.71)分;期末理论考试成绩为(76.70±6.87)分;教学后,学生自主学习能力中学习动机、自我管理、学习合作、信息素养得分高于教学前,差异均具有统计学意义(P<0.05);教学后,学生评判性思维能力中寻求真理、思想开放、分析能力、系统化能力、评判性思维的自信心、求知欲、认知成熟度得分高于教学前,差异均具有统计学意义(P<0.05);97%学生对课程教学满意。结论混合式“金课”智慧课堂在本课程中取得了较好成效,课堂教学应当紧跟“互联网+”时代发展,采用多种信息化手段深入教学,以“金课”为标准结合线上线下全方位开展混合式教学,打造有高阶性、创新性、挑战度的“金课”智慧课堂。Objective To explore the construction and effect of smart classroom of pediatric nursing under the background of"Gold Course".Methods The study was carried out during September 2021 and January 2022(a semester);the nursing undergraduates of Grade 2019 were enrolled as study subjects.Questionnaires were distributed by questionnaire star before and after the course,303 questionnaires were distributed at both before and after the course,respectively.The MOOC was used as the smart classroom teaching platform and rain classroom was used as the smart classroom teaching tool,and the online and offline mixed teaching was carried out by combined with traditional teaching mode.Before and after the implementation of the teaching,the students'autonomous learning ability and critical thinking ability were evaluated,as well as their online MOOC learning,offline final theoretical scores and blended teaching satisfaction after the implementation.Results 88%of the students 100%complete online learning task.The total score of MOOC was 84.25±5.71.The final exam score was 76.70±6.87.After teaching,the learning motivation,self-management,learning cooperation and information literacy of students'autonomous learning ability were higher than those before teaching,and the differences were statistically significant(P<0.05).After teaching,students'critical thinking ability of truth seeking,open mind,analytical ability,systematic ability,critical thinking confidence,thirst for knowledge and cognitive maturity were higher than those before teaching,and the differences were statistically significant(P<0.05).97%of the students were satisfied with the teaching.Conclusions The teaching mode of blended“Gold Course”smart classroom has achieved good effects in the pediatric nursing.Classroom teaching should keep pace with the development of the“Internet Plus”,and apply various information-based means to in-depth teaching.Teachers should perform the mode ofblended teaching according to“Gold Course”standard and carry on the all-round cu

关 键 词：金课 智慧课堂 混合式教学 儿科护理学 

分 类 号：G642[文化科学—高等教育学]