| 张秋莹,王金山,马素好,薛秀琍,宋文颖,李娜,全宏勋.“教学做”一体化模式在康复治疗技术专业中的教学实践与成效评估[J].中国康复,2015,30(6):476-479 |
| “教学做”一体化模式在康复治疗技术专业中的教学实践与成效评估 |
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| DOI： |
| 中文关键词: “教学做”一体化 教学模式 评估 康复治疗技术专业 |
| 英文关键词: integration of teaching, learning and doing teaching mode assessment rehabilitation treatment skills |
| 基金项目:河南省教育科学“十二五”规划2012年度重点课题（2012 JKGHAB 0070） |
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| 中文摘要: |
| 目的：探讨“教学做”一体化教学模式在康复治疗技术专业中的教学效果及实践成效。方法：以2012级康复专业学生共71人作为观察组，针对康复专业基础课和专业课中的八门主干课程实施“教学做”一体化教学模式；以2010级康复专业学生共88人作为对照组，采用传统以讲授为主的教学模式。将2组学生主干课程考核成绩、实习期综合实践能力调研反馈信息进行统计学分析。结果：观察组8门课程考核成绩均明显高于对照组（P<0.05）。综合能力自评表结果显示观察组学生的综合实践能力明显强于对照组（P<0.05，0.01）。患者对观察组学生服务满意度均明显高于对照组（P <0.01）。临床带教老师、康复专家对2组学生的综合实践能力评价显示观察组明显优于对照组（P<0.05）。结论：“教学做”一体化教学模式突显学生学习的主体性，提高知识及技能的“迁移”能力，适时培养学生的创新意识，实现以适应岗位需求为目标的课程教学模式成效显著。 |
| 英文摘要: |
| Objective: To explore the effects of "teaching learning doing" integrated teaching mode in rehabilitation treatment skills teaching. Methods: Seventy-one rehabilitation professional students of grade 2012 served as the experiment group, and "teaching learning doing" integrated teaching mode was implemented in 8 main rehabilitation courses. Eighty-eight rehabilitation professional students of grade 2010 served as the control group, and the traditional teaching mode which based on pure theory teaching was implemented. Test scores and comprehensive practical ability investigation feedback information in the two groups were statistically analyzed. Results: The test scores of the main courses in the experiment group were significantly higher than in the control group (P<0.05). Comprehensive practice ability feedback results showed that the comprehensive practical ability in the observation group was obviously better than in the control group (P<0.05 or 0.01). The patients' satisfaction degree on students service in the observation group was higher than in the control group （P<0.01). The evaluation of clinical teaching teachers and rehabilitation specialists indicated the comprehensive practice ability of students in the observation group was better than the control group (P<0.05). Conclusion: "Teaching learning doing" integrated teaching mode can highlight the students' subjectivity, improve the "migration" ability of knowledge and skills, cultivate students' innovation consciousness, and the teaching mode that adapts to the job demand as the goal produces marked effects. |
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