中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (4): 376-380.DOI: 10.3760/cma.j.cn115259-20200912-01334

• 医学教育评估 • 上一篇    下一篇

基于档案袋的形成性评价在儿科护理学双语教学中的应用

李荣华1, 林艳2, 殷彩欣2, 周英3   

  1. 1广州医科大学护理学院妇儿护理学教研室 510180;
    2广州市妇女儿童医疗中心护理部 510180;
    3广州医科大学护理学院 510180
  • 收稿日期:2020-09-12 出版日期:2021-04-01 发布日期:2021-03-30
  • 通讯作者: 周英, Email: zhouying0610@163.com, 电话: 020-81340896
  • 基金资助:
    广东省本科高校教学质量与教学改革工程建设项目-教学团队项目-护理学专业课程教学团队(粤教高函[2018]179号);广州市重点学科项目-护理学科(穗教科[2019]5号);广州医科大学护理学院2020年度教研教改项目(202008)

Effect of formative assessment based on portfolio in bilingual teaching of pediatric nursing

Li Ronghua1, Lin Yan2, Yin Caixin2, Zhou Ying3   

  1. 1Teaching and Research Office of Maternal and Pediatric Nursing, School of Nursing, Guangzhou Medical College, Guangzhou 510180, China;
    2Department of Nursing, Guangzhou Women and Children's Medical Center, Guangzhou 510180, China;
    3School of Nursing, Guangzhou Medical College, Guangzhou 510180, China
  • Received:2020-09-12 Online:2021-04-01 Published:2021-03-30
  • Contact: Zhou Ying, Email: zhouying0610@163.com, Tel: 0086-20-81340896
  • Supported by:
    Guangdong Teaching Quality and Teaching Reform Construction Project of Undergraduate Universities-teaching Team Project-teaching Team of Nursing Specialty Course (Guangdong Education Branch [2018] no.179); Guangzhou Municipal Key Discipline Project-Nursing(Guangzhou Education Branch [2019] no. 5); Teaching Research and Educational Reform Project of School of Nursing, Guangzhou Medical University (202008)

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摘要： 目的 探讨基于档案袋的形成性评价在儿科护理学双语教学中的应用效果。方法 采取准试验性研究设计,选取2016年2月至2017年7月参加儿科护理学课程的广州医科大学2013级和2014级四年制护理学专业97名学生为研究对象。将2014级58名学生设为试验组,将2013级39名学生设为对照组。试验组采用基于档案袋的形成性评价方式,对照组采用传统的评价方式。课程结束后,采用期末理论考试、自主学习能力评定量表、学业自我效能感问卷进行效果评价。结果 试验组学生期末理论考试英文试题评分[(21.95±2.92)分],高于对照组学生[(20.59±2.52)分];试验组学生自主学习能力总分、学业自我效能感总分均高于对照组学生[(73.76±7.61)分比(69.87±9.68)分,(79.47±7.97)分比(75.92±8.34)分],其差异均具有统计学意义(均P<0.05)。结论 基于档案袋的形成性评价方式有助于提高学生的英语成绩、自主学习能力和学业自我效能感。

关键词: 档案袋, 形成性评价, 护理学, 双语教学

Abstract: Objective To evaluate the effectiveness of the portfolio-based formative assessment in bilingual teaching of pediatric nursing. Methods Quasi-experimental design was adopted. A total of 97 bilingual experimental class students (four-year program) from grade 2013 and grade 2014 who received Pediatric Nursing education from February 2016 to July 2017 in Guangzhou Medical University were included. Fifty-eight students from grade 2014 were the experimental group with the new formative assessment based on portfolio, while thirty-nine students from grade 2013 were the control group with traditional assessment. The final theory examination scores, the self-directed learning ability scale and the academic self-efficacy scale were compared between two groups. Results The score of the English questions in the final theory examination of experimental group was higher than that of control group[(21.95±2.92) vs. (20.59±2.52)]; the total score of self-directed learning capacity and the total score of academic self-efficacy in experimental group were significantly higher than those in the control group [(73.76±7.61) vs.(69.87±9.68), (79.47±7.97)vs.(75.92±8.34); all P<0.05]. Conclusions Formative assessment based on portfolio improves English performance, the self-directed learning capacity and academic self-efficacy.

Key words: Portfolio, Formative assessment, Nursing, Bilingual teaching

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