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目的探讨直观教学法对《人体解剖学》课程产生学习倦怠的干预作用。方法将我院2011级护理专业学生56人做为被试对象,于大一第一学期开学后的第6周,首先采用大学生学习倦怠调查量表进行测试,旨在了解学生进行该课程学习倦怠的现状。该量表共20道题目,分为3个维度,即情绪低落、行为不当、成就感低。量表采用5级评分,理论最低值为20分,最高值为100分,学习倦怠的3个维度的得分越高,表明学习倦怠程度越高,最后的统计指标为总分和3个因子。然后采用直观教学法进行教学。具体包括:在实验室直接运用标本、模型教学,辅以挂图以及影像设备教学。运用上述各种直观式教学方法至8周后,采用大学生学习倦怠调查量表重复测试,以观察比较实施该教学方法前后对大学生学习倦怠的干预效果。对2次测评学习倦怠数据采用SPSS13.0软件进行统计学处理,进行t检验,P<0.05为有统计学意义。结果直观式教学法实施前后护理专业学生学习倦怠各维度得分及总分分均具有统计学意义(均P<0.05),直观式教学法实施后,学生的学习倦怠各维度得分显著下降。结论护理专业学生对学习《人体解剖学》课程产生的学习倦怠,采用直观式教学法具有良好的干预效果。
Objective To explore the intervention effect of visual teaching method on the learning burnout of Human Anatomy course. Methods Sixty-six college nursing students in 2011 were selected as subjects. During the first six semesters of the first semester of the first semester, the college students were tested with the Burnout Inventory. The aim was to understand the students’ The status quo. The scale a total of 20 questions, divided into three dimensions, namely depression, misconduct, low sense of accomplishment. The scale adopted five grades, the theoretical minimum value was 20 points and the highest value was 100 points. The higher the scores of the three dimensions of learning burnout, the higher the degree of learning burnout, and the final statistical index was the total score and three factors. Then use the intuitive teaching method for teaching. Including: direct use of specimens in the laboratory, model teaching, supplemented with flip chart and video equipment teaching. After using the above various visual teaching methods to 8 weeks, the college students burnout questionnaire was used to test repeatedly to observe and compare the effect of this teaching method on college students’ burnout before and after the experiment. SPSS13.0 software was used for statistical analysis of 2 learning burnout data, t test was carried out, P <0.05 was considered statistically significant. Results Before and after the implementation of the Intuitive Pedagogical Method, the scores of all dimensions of nursing burnout and the total score of nursing majors were all statistically significant (both P <0.05). After the direct teaching method was implemented, the score of students’ learning burnout significantly decreased. Conclusion Nursing students have a good effect on learning burnout caused by the study of “Human Anatomy” and using intuitive teaching method.