摘要： 目的 探讨基于探究社区理论模型的混合式教学在妇产科护理学课程中的应用效果。方法 2019年2月—6月,在重庆医科大学2016级护理专业4个班中随机抽取2个班,通过掷硬币的方法将1个班设为对照组（n=124）,1个班设为试验组（n=126）。对照组采用以课堂讲授为主的教学模式,试验组采用基于探究社区理论模型的混合式教学,即创建教学存在感、发挥社会存在感中介作用以实现认知存在感。课程结束后,采用理论考试、中文版评判性思维能力测量表及探究社区量表进行效果评价。结果 课程结束后,试验组理论考试成绩高于对照组（P < 0.05）,评判性思维能力测量表得分在寻找真相维度优于对照组（P < 0.05）;试验组探究社区中3种存在感的水平都较高,均接近4分。结论 基于探究社区理论模型的混合式教学有助于提高学习效果,使学生获得了良好的学习体验,但对评判性思维的影响还需长期观察。

关键词： 教育,  护理,  混合式教学,  探究社区,  妇产科护理学 

Abstract: Objective To explore the effects of blended teaching based on Community of Inquiry（CoI）applied in Obstetrics and Gynecology Nursing. Methods From February to June 2019,two classes of nursing students of grade 2016 were randomly divided into the control group（n=124）and experimental group（n=126）.The routine teaching method was applied in the control group,while the blended teaching based on CoI was applied in the experimental group. The blended teaching included creating the teaching presence,playing the intermediary role of social presence to realize cognitive presence.The theoretical examination,Critical Thinking Disposition Inventory-Chinese Version（CTDI-CV） and CoI-Chinese Version were used to evaluate the effects. Results After the course,the examination scores in the experimental group were higher than those in the control group（P < 0.05）.The scores of truth-seeking of CTDI-CV in the experimental group was better than that of the control group（P < 0.05）.The levels of the three presences of CoI in the experimental group were high approaching 4 points. Conclusion The blended teaching based on CoI can improve the teaching effects and make students get a good learning experience.The impact on critical thinking needs to be observed for a longer time.

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收稿日期: 2019-11-05

基金资助: 中华医学会医学教育分会、中国高等教育学会医学教育专业委员会2018年医学教育研究立项课题(2018B-N18059)

作者简介: 王露：女,本科,护师,E-mail：939645061@qq.com