Theoretical Construction And Experimental Study Of The Reflective Teaching Model For Fundamental Nursing

In this information age, the explosion of the knowledge and requirements of thespecialized technology all endow the new important task with our school, family andsociety. Spoon-fed educational methods which mainly emphasize recitation andmemory, can't fit this changing society. The schooling begins to seek the new changeand becomes more prospective. Its main task can't be satisfied with transferringinherent knowledge any more, and positively emphasizes the requirements ofchallenges and diversities to fit the future society. In this context, it becomes essentialfor higher nursing education to foster the high-level nursing professionals who canobtain knowledge independently. As a part of the human being's integrated qualities,competencies of reflective learning has been attached more and more importance tothe education circle. What competencies of reflective learning should nursingundergraduate students be required of and how to prepare their competencies ofreflective learning will be the research subject by nursing faculties. Part One, Theory-based study. Firstly, on the basis of reviewing data of reflectiveteaching theory and its application from home and abroad, we examined not only thesituation of reflective teaching and reflective learning but also its application innursing education field with the methods of the theory-based and structural analysis inorder to understand its essence clearly. Secondly, combining with the characteristicsof teaching and education objects, we defined the "competencies of reflectivelearning" as the characteristic reflected in the learning activities which the studentsregard himself and the learning process as the object to consider, analyze, evaluate,reflect, adjust the whole learning process and the results by the ways of the criticalthinking and original cognizance. Three major elements were involved: reflection forclass, reflection in class and reflection on class. It provides the guideline for furtherconstruction of reflective teaching model and development of reflective teachingexperiment. 3第二军医大学硕士学位论文 摘要 Part Two, Study on reflective teaching model. We constructed the reflectiveteaching model which fit "the fundamental nursing". Following the temporal order ofclass, we carried out the four-step course of the optimized teaching design→enlightened reflection for class→inspire reflection in class→induct reflection on classand designed four kinds of reflective teaching methods to train the competencies ofreflective learning which adapt to different topics. They were: ①exploring learningapproach that included induct and non-induct means. ②encourage reflective learningapproach which adopted many forms to inspire the students' curiosity. ③conditionalreflective learning approach which adopted role-play, record review, case discussion,practice demonstration ect. to create the situation of reflection. ④collision thinkingapproach, which a person reflects the learning behavior himself through thecommunication with others. Furthermore, we urged the student to take part in allkinds of the reflective learning activities by multiple educational means. Part Three, Develop the measure instrument and analyze the experimental effects.According to the demand of this experimental investigation, we developed theinstrument to measure the competencies of reflective learning. Following the principleof qualitative analysis and quantitative analysis as well as subjective and objectiveevaluation, we adopted the two ways to reflect the results more objectively andscientifically: one is pre-experiment and post-experiment measures, the other isprocess evaluation. The former include self-made questionnaire investigation andreading paper test, the latter include looking into the teaching-learning behavior in thecourse...