微格教學(xué)法在中職層次的基礎(chǔ)護(hù)理實(shí)訓(xùn)課教學(xué)中的應(yīng)用效果

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【摘要】目的：觀察在中職層次的基礎(chǔ)護(hù)理實(shí)訓(xùn)課教學(xué)中微格教學(xué)法所取得的應(yīng)用效果。方法：2020年3月—2020年7月期間挑選中職學(xué)校19級(jí)護(hù)理專業(yè)學(xué)生80名，根據(jù)隨機(jī)分配方式，分成兩組（對(duì)照組40名，傳統(tǒng)教學(xué)法；觀察組40名，微格教學(xué)法）。結(jié)果：觀察組操作成績(jī)高于對(duì)照組，觀察組護(hù)生對(duì)教學(xué)方法效果評(píng)價(jià)得分高于對(duì)照組（P

【關(guān)鍵詞】微格教學(xué)法；中職；基礎(chǔ)護(hù)理實(shí)訓(xùn)課教學(xué)；操作成績(jī)

The application effect of micro teaching method in basic nursing training course at secondary vocational level

WANG Yali

Longnan City Health School， Longnan， Gansu 746000， China

【Abstract】Objective： To observe the application effect of micro teaching method in basic nursing training course at secondary vocational level. Methods： From March 2020 to July 2020，80 nursing students of Grade 19 in secondary vocational schoolswere selected and divided into two groups according to the random allocation method （40 in the control group，traditional teaching method；40in the observation group，micro teaching method）. Results： The operation performance of the observation group was higher than that of the control group，and the nursing students in the observation group scored higher than those in the control group in evaluating the effect of teaching methods（P

【Key？Words】Micro teaching method； Secondary vocational； Basic nursing training course teaching； Operation performance在1963年美國(guó)斯坦福大學(xué)一教授通過(guò)對(duì)師范生“角色扮演”的學(xué)習(xí)方式進(jìn)行改造后提出了微格教學(xué)法，該教學(xué)方法能夠?qū)?fù)雜的教學(xué)過(guò)程具體細(xì)分為可控性、可觀察、易操作的單一技能項(xiàng)目，能夠通過(guò)電教技術(shù)、錄音、錄像設(shè)備進(jìn)行錄音、錄像，然后，反饋于各類教學(xué)項(xiàng)目之中[1]。（剩余3933字）