【作者】 赵欣；

【导师】 姜小鹰；

【作者基本信息】 福建医科大学 ， 护理学， 2008， 硕士

【摘要】 目的:(1)结合《护理美学》的课程特点,构建有助于培养护生人文素质的教学模式。(2)采用主客观综合评价法对人文素质教学模式的实施效果加以评价。(3)总结人文素质教学模式的特点和应用条件,为进一步完善该教学模式提供参考依据。方法:本研究以Rogers的人本主义理论和J.Piaget的建构主义理论为理论基础。研究方法主要包括文献回顾法、德尔斐专家咨询法、随机对照实验法和问卷调查法等。首先通过查阅和分析相关文献,明确我国人文素质教育教学研究现状和发展方向,结合《护理美学》的课程特点,将人文素质教育落实到课堂教学中,采用演绎法构建适合护生审美素质、人际交往素质内化的新型教学模式。然后通过简单随机分组的方法将护理本科1班93名学生和护理本科2班68名学生随机分为实验组和对照组,实验组在《护理美学》教学中采用人文素质教学模式,对照组仍采用传统的教学模式。最后对两组护生的教学效果进行综合评价,并对评价结果进行统计分析得出结论。结果:(1)两班实验组护生课程考试成绩与对照组得分差别有统计学意义(P<0.05),实验组护生成绩总分、理解型和应用型题目得分均高于对照组。两班实验组护生“职业规范形体训练课”成绩与对照组得分差别无统计学意义(P>0.05)。(2)两班实验组护生对人文素质教学模式各项指标总体评价较好。其中实验组护生有87.5%的护生认为人文素质教学模式有助于加深对美学知识的理解;86.3%的护生认为有助于将美学理论与现实生活相联系;85.0%的护生认为提高了对美学知识的应用能力。(3)两班实验组护生对课堂教学质量评价得分与对照组得分差别有统计学意义(P<0.05),实验组高于对照组,其中对教学方法和教学效果的评分均高于对照组。(4)两班实验组护生人交往能力评价指标“主动交往”和“情感支持”维度的得分与对照组得分差别有统计学意义(P<0.01),实验组均高于对照组。(5)经多响应变量分析和卡方检验,两班实验组护生在审美意识倾向性和审美标准积极性方面均高于对照组,差别有统计学意义(P<0.05)。护生审美理想趋于一致,护生审美行为均偏向于“自然美”和“社会美”,对“科学美”的认识和重视不够。结论:(1)人文素质教学模式有助于护生对美学知识的理解和掌握。(2)在《护理美学》教学中运用人文素质教学模式可以提高护生的学习兴趣,提高护生对美学知识的运用能力。(3)护生人文素质的培养是一项系统过程,人文素质教学模式为护生人际沟通能力的培养和人文素质的内化奠定了一定的实践基础。(4)人文素质教学模式具有特殊性、发展性和广泛性等特点,可以在其他人文课程中进一步推广应用。更多还原

【Abstract】 Objective: (1) To construct a teaching model in《Nursing Aesthetics》course to cultivate students’humanity qualities . (2) With synthetic methods including objective and subjective aspects evaluate its effects. (3) Summarize the characters and application conditions of Humanity Qualities Model, and then provide the referred basis for bettering the model.Methods: The study was based on Rogers’Humanism theory and J.Piaget’s constructivism theory. Research methodologies including literature review,Delphi consulting methods,questionnaire methods and interview,etc.Firstly,make clear the humanities educational situation and advancing directions in our country.Then combining the characters of《Nursing Aesthetics》course to establish the teaching model adapting to cultivate students’humanism and erpersonal interaction with deductive methods.After that 93 nuring undergraduates in Class 1 and 68 nuring undergraduates in Class 2 were divided into test group and control group randomly. Students of test group had《Nursing Aesthetics》via Humanity Qualities Teaching Model, while students of control group were taught in traditional way. Eventually compare the consequences of two groups and make statistical analysis then come to the conclusions.Results:(1)There was a significant difference between students of experimental group control group(P<0.05), students of experimental group teke much higher scores than control group. There was no significant difference in etiquette training scores between students of experimental group and control group. (2)The test group students thought highly of Humanity Qualities Teaching Model and the scores of skills of communicate and application in test group are higher than control group. (3) There was a significant difference between scores of evaluation about class quality, students of experimental group teke much higher scores than control group(P<0.05),especially in“teaching methods”and“teaching consequences”.(4) There was a significant difference between students’scores of human communication capability, students of experimental group teke much higher scores than control group(P<0.05),especially in“initiative association”and“emotional support”aspects.Conclusion:(1) Humanity Qualities Teaching Model is helpful for students to know better and comprehend more deeply about the content of Nursing Aesthetics.(2) Humanity Qualities Teaching Model used in the《Nursing Aesthetics》can inspire the students’learning interest and and stimulate them put the theory into practice(.3)It is a systematic engineering to cultivate students’humanism quality, Humanity Qualities Teaching Model can be the practical foundation to enhance the capability of students and promote the internalization of students’humanism quality. (4) Humanity Qualities Teaching Model with characters of particularity、expansibility and universality,which can be applied to other humanities courses in future.更多还原