“三阶梯”式混合教学法在改善学生自我效能感与学习投入中的应用--以项目研究课程为例  

The Application of"Three Steps"Mixed Teaching Method in Improving Students'Self-efficacy and Learning Engagement:Taking Project Research Course as an Example

作　　者：刘莹[1] 周裕婧[1] 袁铭[1] IU Ying;ZHOU Yujing;YUAN Ming(Chongqing Medical and Pharmaceutical College,Chongqing City,China 401331)

机构地区：[1]重庆医药高等专科学校护理学院,重庆401331

出　　处：《卫生职业教育》2023年第13期41-43,共3页HEALTH VOCATIONAL EDUCATION

基　　金：重庆医药高等专科学校校级教研教改课题(CQYGZJG2117)。

摘　　要：目的探讨“三阶梯”式混合教学法在改善学生自我效能感与学习投入中的应用效果。方法项目研究课程教学中,整群抽取智慧健康养老服务与管理专业学生为研究对象,以2020级学生为对照组,采用传统混合式教学法;以2021级学生为观察组,采用“三阶梯”式混合教学法。学期末比较两组学业自我效能感、学习投入水平、本课程期末成绩及教学满意度。结果观察组学业自我效能感、学习投入水平、本课程期末成绩及教学满意度均高于对照组,差异有统计学意义(P<0.05)。结论“三阶梯”式混合教学法能够有效改善学生的学业自我效能感,提高学习投入水平和教学满意度,值得推广。Objective To explore the application effect of"three steps"mixed teaching method in improving students′self-efficacy and learning engagement.Methods In the teaching of project research courses,students majoring in smart health elderly care services and management were selected as the research subjects in a cluster,with 2020 grade students as the control group,and traditional blended teaching methods were used;Using 2021 grade students as the observation group,a"three steps"mixed teaching method was adopted.At the end of the semester,the academic self-efficacy,the level of learning engagement,the final score of the course and the teaching satisfaction of the two groups were compared.Results The academic self-efficacy,the level of learning engagement,the final score of this course and the teaching satisfaction of the observation group were higher than those of the control group,with a statistically significant difference(P<0.05).Conclusion The"three steps"mixed teaching method can effectively improve the students'academic self-efficacy,improve the level of learning investment and teaching satisfaction,which is worth promoting.

关 键 词：混合教学法 自我效能感 学习投入 

分 类 号：G424.1[文化科学—课程与教学论]