[1]张恒琪,洪珍兰,李雪莲,等.高校护生对慕课及传统教学认知现状的调查分析[J].医学信息,2022,35(13):172-175.[doi:10.3969/j.issn.1006-1959.2022.13.043]
　ZHANG Heng-qi,HONG Zhen-lan,LI Xue-lian,et al.Investigation and Analysis of College Nursing Students’ Cognition of MOOC and Traditional Teaching[J].Medical Information,2022,35(13):172-175.[doi:10.3969/j.issn.1006-1959.2022.13.043]
点击复制

高校护生对慕课及传统教学认知现状的调查分析()
分享到：

医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
35卷
期数:
2022年13期
页码:
172-175
栏目:
调查分析
出版日期:
2022-07-01

文章信息/Info

Title:
Investigation and Analysis of College Nursing Students’ Cognition of MOOC and Traditional Teaching
文章编号:
1006-1959（2022）13-0172-04
作者:
张恒琪; 洪珍兰; 李雪莲; 等
（1.山西中医药大学研究生学院，山西 太原 030000；2.山西省针灸医院护理部，山西 太原 030006；3.空军军医大学附属第一医院妇科，陕西 西安 710000）
Author(s):
ZHANG Heng-qi; HONG Zhen-lan; LI Xue-lian; et al.
(1.Graduate School of Shanxi University of Chinese Medicine,Taiyuan 030000,Shanxi,China;2.Nursing Department of Shanxi Acupuncture Hospital,Taiyuan 030006,Shanxi,China;3.Department of Gynaecology,the First Affiliated Hospital of Air Force Military Medical University,Xi’an 710000,Shaanxi,China)
关键词:
慕课; 传统教学; 高校护生; 互联网+教育
Keywords:
MOOC; Traditional teaching; College nursing students; Internet+education
分类号:
R563.9
DOI:
10.3969/j.issn.1006-1959.2022.13.043
文献标志码:
A
摘要:
目的 了解高校护生对慕课及传统教学的认知现状。方法 采用便利抽样法于2021年9月-10月选取山西中医药大学护理专业学生作为研究对象，采用自行设计的问卷，通过“问卷星”开展调查，分析护生对慕课及传统教学的认知现状。结果 共调查253名护生，其中63.49%的护生了解慕课，75.89%的护生了解传统教学；护生对慕课教学的利弊评价多持正向积极态度；护生对慕课的优点维度得分为（19.52±0.35）分，缺点维度得分为（17.22±0.80）分；护生对传统教学的优点维度得分为（18.99±0.24）分，缺点维度得分为（17.23±1.09）分；97.62%的护生认同慕课是传统教学的辅助工具与补充；99.21%的护生相信慕课与传统教学的发展可以相互促进，83.40%的护生不同意慕课取代传统教学。结论 护生对慕课与传统教学的优缺点均有一定的了解，但仍存在不足之处。学校和教师应该加强线上教学方式的引导，将线上与线下教学有机结合。
Abstract:
Objective To understand the cognitive status of nursing students in colleges and universities on MOOC and traditional teaching.Methods The convenience sampling method was used to select the nursing students in Shanxi University of Chinese Medicine from September to October 2021 as the research object. The self-designed questionnaire was used to carry out the investigation through the “questionnaire star” to analyze the cognitive status of nursing students on MOOC and traditional teaching.Results A total of 253 nursing students were investigated, of which 63.49% knew MOOC and 75.89% knew traditional teaching. Most nursing students held a positive attitude towards the pros and cons of MOOC teaching; nursing students scored (19.52±0.35)scores in the advantages dimension and (17.22±0.80)scores in the disadvantages dimension. Nursing students on the advantages of traditional teaching dimension score was (18.99±0.24)scores, shortcomings dimension score was (17.23±1.09)scores; 97.62% of nursing students agreed that MOOC was an auxiliary tool and supplement of traditional teaching; 99.21% of nursing students believed that the development of MOOC and traditional teaching can promote each other, and 83.40% of nursing students didn’t agree with MOOC to replace traditional teaching.Conclusion Nursing students have a certain understanding of the advantages and disadvantages of MOOC and traditional teaching, but there are still shortcomings. Schools and teachers should strengthen the guidance of online teaching methods and organically combine online and offline teaching.

参考文献/References:

[1]代咏梅.慕课在教学中的优点和不足[J].产业与科技论坛,2016,15(14):244-245.[2]林美祯,张彤,吴畏.国内外慕课的研究热点和发展趋势——基于CiteSpace（2012—2020）的可视化分析[J].教育传播与技术,2021(1):49-54.[3]陈爱香,秦志萍.护理本科生对慕课认知及需求现状的调查分析[J].齐齐哈尔医学院学报,2018,39(19):2340-2342.[4]王雪娜,姜贺.天津市医学院校医学生慕课学习现状的调查与分析[J].中华护理教育,2017,14(12):930-934.[5]冷瑞雪,陶文凤,陆琳,等.预防医学专业大学生对慕课认知、使用和需求的调查分析[J].中华疾病控制杂志,2016,20(11):1151-1153,1181.[6]樊明涛,刘变芳,杨保伟,等.目前我国高校慕课建设的思考[J].教育教学论坛,2019(12):227-228.[7]Cheung JJ,Koh J,Mackinnon K,et al.The use of web-based learning for simulation-based education and training of central venous catheterization in novice learners[J].Stud Health Technol Inform,2013,184(8):71-77.[8]陈素贞,周家梅,江智霞,等.混合式学习理念在翻转课堂教学中的应用研究[J].护理研究,2017,31(5):608-610.[9]程莺燕,耿飚,张玥,等.卫生士官急救护理一体化教学模式的应用探讨[J].教育现代化,2019(73):157-158.[10]杨鑫.慕课与传统教学的比较与融合[J].北京印刷学院学报,2021,29(6):139-141.[11]高秋凤,廖嘉俊,王志杰,等.大学生对慕课教学与传统教学的体验感知差异——以优课联盟“积极心理学”课程为例[J].开放教育研究,2017,23(4):86-91.[12]谢阳春,刘雨,林美珍.慕课在中医护理临床教学中的应用及评价[J].中国临床护理,2021,13(1):54-56.[13]潘闯,杨帆,杨星,等.高职护生“慕课”体验后的反馈信息调查分析[J].全科护理,2018,16(17):2158-2161.[14]欧子苗,黄晓琳.慕课在耳鼻喉科护生临床带教中的应用效果[J].中国临床护理,2020,12(2):155-157.[15]兰国帅,郭倩.技术赋能智能教育——新媒体联盟《地平线报告》(2018高等教育版)解读与启示[J].数字教育,2019,5(1):73-80.[16]章雅青,胡静超,袁晓玲,等.护理MOOCs《常见慢性病的健康管理》的课程开发及其应用[J].解放军护理杂志,2016,33(10):63-67.[17]刘会,陈晓庆,朱坤,等.基于网络平台的混合式教学在护理人际沟通实践课程的应用[J].护理学杂志,2019,34(15):66-68,88.[18]马丽丽,李春香,杨惠敏.混合式教学在基础护理学理论教学中的应用研究[J].中华护理教育,2018,15(1):19-22.[19]张艳云.混合式教学在基础护理学课程中的应用[J].中华护理教育,2018,15(3):196-199.[20]姜茜.高校传统课堂教学与慕课教学的比较研究——基于普通高校本科生认知的调查[D].南昌:南昌大学,2020.

相似文献/References:

[1]张国艳,刘艳姝,隋洪玉.讨论式教学和传统教学在肾脏内科病理教学中的效果研究[J].医学信息,2018,31(15):12.[doi:10.3969/j.issn.1006-1959.2018.15.006]
　ZHANG Guo-yan,LIU Yan-shu,SUI Hong-yu.Study on the Effect of Discussion-based Teaching and Traditional Teaching in Pathology Teaching of Kidney Medicine[J].Medical Information,2018,31(13):12.[doi:10.3969/j.issn.1006-1959.2018.15.006]
[2]马美刚,吴 原,黄 琪,等.新形势下脑电图教学模式改革的思考[J].医学信息,2019,32(01):31.[doi:10.3969/j.issn.1006-1959.2019.01.011]
　MA Mei-gang,WU Yuan,HUANG Qi,et al.Thoughts on the Reform of EEG Teaching Model under the New Situation[J].Medical Information,2019,32(13):31.[doi:10.3969/j.issn.1006-1959.2019.01.011]

更新日期/Last Update: 1900-01-01