基于校企融合下利用对分课堂模式改善医学生职业素养的效果研究

A Study on the Effect of Improving Medical Students’ Professional Quality by Using Split-Class Model Based on the Integration of School and Enterprise

摘要: 目的：本研究站立在校企合作背景下结合运用“对分课堂”新型的教学模式作为桥梁，应用于护理专业护士职业素养课堂中，力求在校企融合的背景下能更好地将课程讲授法与讨论法有机结合，从而探索提高高职护生职业素养的培育策略。方法：将教学班级分成实验组与对照组，实验组实施校企融合下“对分课堂”教学管理模式干预，由教师根据授课内容制定相应的干预方案，在职业素养课堂中提现。对照组实施常规教学资源与教学模式。通过观测与所控制的条件相伴随的教育要素或教育现象变化的结果，从而揭示教育活动规律。结果：职业素养认知调查结果分析校企融合下的对分课堂教学模式改变了传统课堂教学中以教师教学为中心的封闭式教学方式，创建了在核心素养4C指导下以学生为中心，在实际的课堂教学中取得了明显的教学效果。成绩经比较，实验组的成绩较对照组有所提高，经检验P < 0.05，差异具有显著性。结论：校企融合下的对分课堂教学模式的教学培育方式注重对学生进行自主学习、合作探索等习惯的培养，教师在制定课程教学内容和组织课堂教学的过程中能够把传统的“以知识点为核心”转变为“以核心素养4C为导向”的教学理念，使学生能够自我整合形成自己的思维，真正实现做中学，学中悟，做到知行统一。

Abstract: Objective: In this study, under the background of school-enterprise cooperation, the new teaching mode of “Split Class” was used as a bridge to apply to the nursing professional quality class, under the background of school-enterprise integration, we should combine the teaching method with the discussion method, and explore the cultivation strategy to improve the professional quality of higher vocational nursing students. Methods: The teaching classes were divided into experimental group and control group. The experimental group was given the intervention of “Split Class” teaching management model under the integration of school and Enterprise, cash in the class of professional accomplishment. The control group was given routine teaching resources and teaching model. The law of educational activities is revealed by observing the changes of educational elements or educational phenomena accompanying the controlled conditions. Results: The result of the investigation on the cognition of professional accomplishment showed that the split-class teaching mode changed the closed teach-ing mode which centered on the teacher’s teaching in the traditional classroom teaching, under the guidance of core literacy 4C, student-centered teaching has been established, and obvious teaching effects have been achieved in actual classroom teaching. Compared with the control group, the re-sults of the experimental group improved, P < 0.05, the difference was significant. Conclusion: Un-der the integration of school and enterprise, the cultivation of split-class teaching mode pays atten-tion to the cultivation of students’ habits of autonomous learning and cooperative exploration, teachers can change the traditional “Knowledge point as core” into “Core literacy 4C-oriented” teaching concept in the process of formulating curriculum teaching contents and organizing class-room teaching, to enable students to form their own self- integration of thinking, the real realization of learning by doing, learning to understand, to achieve the unity of knowledge and practice.