OBE-ARCS模型的任务型教学在《美学与礼仪》中的应用

Application of Task-Based Teaching with the OBE-ARCS Model in Aesthetics and Etiquette

摘要: 护理教育由知识传授逐步转向能力生成与职业素养培养，《美学与礼仪》作为兼具审美教育、人文教育与职业行为训练特征的课程，需要更加贴近护理岗位真实情境的教学设计。基于OBE理念与ARCS动机模型构建任务型教学模式，可将学习成果、学习动机和实践任务有机贯通，使学生在职业形象塑造、护患沟通礼仪、服务情境应对和人文关怀表达中完成知识理解与行为转化。教学设计以护理岗位能力为导向，反向设定课程学习成果，围绕入院接待、静脉输液前解释、健康宣教、患者情绪安抚等典型场景组织任务，并将注意、相关性、自信和满意等动机策略嵌入课前导入、课堂演练、成果展示和反馈改进环节。

Abstract: Nursing education is gradually shifting from knowledge transmission to competency generation and professional quality cultivation. Aesthetics and Etiquette, as a course characterized by the integration of aesthetic education, humanistic education, and professional behavior training, requires an instructional design that is more closely aligned with authentic nursing workplace situations. Building a task-based teaching model based on the OBE philosophy and the ARCS motivation model allows learning outcomes, learning motivation, and practical tasks to be organically connected, enabling students to accomplish knowledge comprehension and behavioral transformation in professional image shaping, nurse–patient communication etiquette, service scenario response, and humanistic care expression. The instructional design is oriented toward nursing post competencies, sets course learning outcomes through backward design, organizes tasks around typical scenarios such as admission reception, explanation before intravenous infusion, health education, and patient emotional comfort, and embeds motivation strategies—attention, relevance, confidence, and satisfaction—into the stages of pre-class introduction, in-class drills, outcome presentation, and feedback improvement.