| BACKGROUNDTeaching is the cultural transfer between students and teachers, the 2 sides of teaching subjects, it is the enlightenment of the students'nature of the freedom, and enables the students constantly to enrich, develop and perfect their potential of all aspects, and it also facilitates the process of the socialization of individuals. Disduohui, the famous Germany educationist pointed out:the art of education motivates, awake and inspires, instead of coaching.A teacher with modern concept of teaching, should proactively encourage students to think creatively; plan, organize, guide and coordinate students' learning activities, and earnestly fulfill " Giving a man a fish".The international education committee UNESCO suggested:"education should be less of committing to transfer and storage knowledge, In the future, an illiterate is named by if the one knows how to learn, instead of how much the one learned. The so-called" know how to learn" essentially is the effectively mastery and application of learning strategy; to fulfill this, we must study, review and evaluate our cognition process, namely, the "Meta-cognition".As the developing of the medical education; knowing learning, lifelong learning and innovative learning, the novel educational concepts are being proposed; in the mean time, the nurturing of meta-cognition abilities attracts more and more attention in the area of education research.The "meta-cognition" concept is firstly introduced by J.H.Flavell, an American development psychologist, in 1979; he thinks the" meta-cognition" is the cognition of the cognition process, namely, it is the awareness and control of an individual's cognition process and results. The "meta-cognition" strategy is that a learner voluntarily regulates and monitors his or her own learning process, it is an senior skill. Effective strategy of cognition and learning renders students establishing good knowledge structures, it is also the major component of "meta-cognition" in problem-solving. The "meta-cognition" theory obtains concern and attention of numerous educationist and researchers since its foundation."Education, where wealth lies beneath", the report submitted by the international committee of 21st century education to UNESCO explicitly suggest that: the education should enclosed 4 basic abilities' training, those are:Cognition, Something to do, Cooperate, and Earning, With the constantly penetration of the insightful understanding of education and learning, the cooperative learning, which has the positive effect on improving the learning attitude, nurturing criticism thoughts, rising inter-personal skill and practice ability, furthermore, boosting good development of non-cognitive characteristics; is attaining more and more extensive regard, it had been one of the major content of current reform of the teaching.Collaborative learning is all the related behavior under the collaboration of the learners, who organized to be a team or group form, seek the maximized learning results of individuals or groups for the same target and under a certain motivation mechanism. The research of collaboration learning had been carried out relatively earlier, in 19th century, people had basically reached the consensus that collaboration learning prevails over competitive learning and independent learning in learning results, the collaboration is good at improving the relationship between people, and it is beneficial the individual's physical and mental health, and the development of survival capability as well. Collaboration learning had became a very important education mode in classroom teaching and under the internet education environment; it is very vital for the development of the innovative talent of the new century; many country had been attached great importance to the application of the mode of collaboration learning in their education practice. In the mode of collaboration learning, the collaboration among the group members is the organic component to achieve the learning target, the relationship among the activities of the members is organic as well; on the one side, the members should independently finish their own work, on another side, the members should communicate with each other, together to complete the group learning mission. The success of an indivitual's study can't be separated from another one's study success, the relationship among the learners keeps harmonious; the members have cooperative attitude, share information and resources, take study responsibility together, accomplish study mission and fulfill the education target.Purpose1,To make teaching more relevant, questionnaire survey of 2008 undergraduate of Nursing, to learn the Mete-cognitive using information,collaboration awareness and social skills.2,Four kinds of meta-cognitive strategies training on the nursing students and evaluate their effectiveness3,With "health assessment" characteristics of the course, under the guidance of Meta-cognitive strategies in building collaborative learning mode.4,Comparison of two Groups of Students and Evaluation of Collaborative Learning with Meta-cognitive Strategies.5,Summary the Collaborative Learning with Meta-cognitive Strategies in Health Assessment Course and reflective, for further perfect the instruction provide reference information.Subjects and MethodsThe study selected four-year nursing school class of 2008 a total of 211 undergraduate students and divided into experimental and control groups.Grouping Method:Health assessment skills for teaching and practicing the process of operation need to be fully exposed, it will be separate boys and girls,21 boys as a single group; for each operating room to accommodate nursing students skills of 24-28 people, it will be randomly divided 190 female students seven groups; follow the simple principle of randomization, the eight groups of nursing students were randomly divided into 2 groups, the experimental group and control group. Results:The experimental group of 101 nursing students (male 21, female 80), the control group, (all girls).Before the Survey:Homemade meta-cognitive and collaborative learning Cognition questionnaire to all nursing students conduct a survey questionnaire based on literature review and a lot of reference to other relevant research results at home and abroad, designed by soliciting expert advice. Including age, gender, meta-cognitive strategies (planning strategy, selective attention strategies, monitoring strategies, assessment strategies 4 dimensions, a total of 25 items), collaboration, awareness and attitudes, social skills of three parts; statistics before the end of each semester academic subjects. SPSS13.0 statistical software applications for statistical analysis results showed:gender and little correlation between meta-cognitive strategies (r=0.016), they will not affect the results; two groups of nursing students in age, grade point average the use of meta-cognitive strategies of four statistical test, P values were greater than 0.05, no significant difference. Therefore, the same two groups of nursing students in the baseline data, balanced comparable.Implementation ProcessThe experimental group of nursing students with Meta-cognitive strategy training, the use of meta-cognitive strategies under the guidance of teaching cooperative learning model; the control group using the traditional "lecture-Operation" teaching mode.Implementation Evaluation:After teaching, holding the health assessment skills and theory evaluation test, The experimental group and control group nursing students meta-cognitive and cognitive status of collaborative learning and teaching Evaluation Survey. The experimental group collaborative learning to benefit nursing students sort.Situation Investigated:Statistical methods:All data, after careful inspection, sorting, collating, a database with SPSS13.0 software for data entry, statistical analysis. Reliability of the questionnaire were cronbach reliability test. Methods Descriptive statistical analysis, two independent samples t test, paired t test, Pearson correlation analysis, One-Way ANOVA, multiple linear regression.Results1,Before the implementation of the use of meta-cognitive strategies, cooperative attitude awareness, social skills to grasp the situation with the nursing students' age, gender, the relationship between performanceNursing students' "Meta-cognitive Strategies" and "gender" of the correlation P >0.05. Four kinds of strategies were not significantly associated with sex. "meta-cognitive strategies "and" age "of the correlation analysis, P> 0.05 shows no significant correlation between the two;" Meta-cognitive Strategies "and" academic "relevance analysis (the results for the previous semester grade point average), meta-cognitive overall strategy and the results were significantly correlated and closely related (P<0.01, r=0.576), while the four meta-cognitive strategies and the results were showed a significant positive correlation, in which selective attention strategies, and evaluation strategies and the most relevant results. Attitude and sense of collaborative learning social skills to master and performance related small.2,Two groups of nursing students in teaching skills after the implementation of operation, theoretical results compare Two groups of nursing students skills test results and theoretical results, the group comparison P<0.01, significant difference in the experimental group of nursing students skills test results and theoretical results were significantly higher.3,Two groups of nursing students after the implementation of the use of meta-cognitive strategies, collaboration awareness of attitudes, social skills compared Courses in health assessment of nursing students in the experimental group, the use of meta-cognitive strategies significantly higher (P<0.01). The strategy of the experimental group scored higher than 3.5, which evaluation strategy score of 3.81±0.486, the highest frequency of use, then selective attention strategies, monitoring strategy and planning strategies.4,The experimental group after the implementation of teaching nursing students benefit from collaborative learning situations.A one-way analysis of variance statistical test showed a significant difference between the different items, sort of nursing students benefit from high in the end were as follows:to promote the exchange and sharing of knowledge, provide mutual support, access to other points of view, others from further guidance Learning to listen to others, sharing the workload.5,Evaluation of Collaborative Learning with Meta-cognitive StrategiesMost of the experimental students believe that the spirit of teamwork, communication and exchange between students, learning ability, etc. are greatly improved.93.07% of the nursing student that the new teaching model to foster team spirit,92.08% of the nursing student that is conducive to "Health Evaluation" theory and skill learning,95.5% of the student that the collaborative learning mode should be Combination of traditional teaching.Conclusion:1. The students of The Collaborative Learning with Meta-cognitive Strategies in Health Assessment Course had well academic performance.2. The Collaborative Learning with Meta-cognitive Strategies made the students learn to mobilize the enthusiasm and initiative.3. The Collaborative Learning with Meta-cognitive Strategies made the students learn to analyze and solve problems.4. The Collaborative Learning with Meta-cognitive Strategies made the students learn to communication and interpersonal skills, evaluation of training nursing students Critical Siwei Pei, team spirit and social responsibility.4. Under the guidance of Collaborative Learning with Meta-cognitive Strategies model of teaching is better than traditional teaching mode. A certain degree of enlightenment and popularization. |
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