CAJ | 학술논문

目的：探讨“引导式实验教学”在护理专业教学中的应用。方法以护理本科2011级4个班的学生为研究对象，随机分为试验组和对照组，试验组采用引导式实验教学法进行教学，对照组采用传统的护理实验教学法即三步式教学法。通过实验项目考试及调查问卷的方式进行效果评价。结果试验组干预前后、试验组和对照组干预后调查问卷评分及实验项目考试成绩差异均有统计学意义（P<0.05）。结论引导式实验教学体现了以教师为主导、以学生为主体的教学理念，充分发挥教师的引导作用，最大限度地调动护生参与实验教学的主动性和积极性，利于评判性思维和创新思维能力的形成，值得进一步推广应用。
목적：탐토“인도식실험교학”재호리전업교학중적응용。방법이호리본과2011급4개반적학생위연구대상，수궤분위시험조화대조조，시험조채용인도식실험교학법진행교학，대조조채용전통적호리실험교학법즉삼보식교학법。통과실험항목고시급조사문권적방식진행효과평개。결과시험조간예전후、시험조화대조조간예후조사문권평분급실험항목고시성적차이균유통계학의의（P<0.05）。결론인도식실험교학체현료이교사위주도、이학생위주체적교학이념，충분발휘교사적인도작용，최대한도지조동호생삼여실험교학적주동성화적겁성，리우평판성사유화창신사유능력적형성，치득진일보추엄응용。
ObjectiveTo explore the application of guided experiment teaching in the nursing teaching. Methods Taking the nursing undergraduate students of grade four classes 2011 as the research object, and they were randomly divided into experiment group and control group. The experiment group used the guided experiment teaching , the control group took traditional nursing experimental teaching method of the three‐step teaching method. Results were evaluated through the experimental project examination and questionnaire. Results The difference of the experiment group before and after the intervention, the difference of questionnaire scores and experiment examination result of the experiment group and the control group after the intervention had statistical significance ( P<0.05) . Conclusion The guided experiment teaching embodies the teacher as the leadership, the student as the main body of teaching philosophy, and the guiding role of the teacher is showed. It maximizes the mobilization of the initiative and enthusiasm of nursing students in experimental teaching. Also it is conducive to the formation of critical thinking and creative thinking , and is worthy of further popularization and application.