本科护生专业课程深度学习的内涵、意义与教学设计思考  

Undergraduate Nursing Students:The Connotation,Significance,and Teaching Design Consideration of Deep Learning

作　　者：孙瑞 谢秋林 Sun Rui;Xie Qiulin(School of Medicine,Yangtze University,Jingzhou 434023,Hubei,China)

机构地区：[1]长江大学医学部,湖北荆州434023

出　　处：《中国高等医学教育》2024年第4期10-12,15,共4页China Higher Medical Education

基　　金：长江大学校级教研项目:走向深度学习的《内科护理学》教学设计与实施(JY2021051)。

摘　　要：深度学习是相对于机械的浅层学习而言的,更强调学习的深入思考、信息整合、主动建构、问题解决、情境迁移。护理学教指委专家在多校护理专业认证考察过程的“听课看课”环节发现,护理专业课程教学普遍存在浅尝辄止、浮于表面、学生学习缺乏深入思考和探究这一现象。基于此,文章在明确深度学习内涵的基础上,分析了深度学习在金课建设、护理教师专业发展、护生核心素养提升方面的意义,并以深度学习路线、建构主义学习观为指导,构建了适合护理课程特点的深度学习教学设计框架和主要内容。“Deep learning”is in contrast to the mechanical“shallow learning,”emphasizing more on deep thinking,information integration,active construction,problem solving,and situational transfer in learning.The teaching inspection process of nursing professional certification conducted by the Nursing Education Steering Committee experts from multiple schools found that there is a common phenomenon of superficial learning,superficial understanding,and lack of deep thinking and exploration in nursing“professional courses.”Based on this,this article,on the basis of clarifying the connotation of deep learning,analyzes the significance of deep learning in course construction,professional development of nursing teachers,and improvement of core competencies of nursing students,and guided by the"deep learning route"and constructivist learning theory,constructs a deep learning teaching design framework and main content suitable for thecharacteristics of nursing courses.

关 键 词：护理 深度学习 高阶思维 核心素养 课程 教学设计 

分 类 号：G642[文化科学—高等教育学]