本文選題：桑代克學習理論 + 情境教學�。� 參考：《山西醫(yī)科大學》2013年碩士論文

【摘要】：研究目的解析桑代克學習理論中的準備律、學習律和效果律，分析桑代克學習理論應用于《人際溝通》課程的教學成效，改進課堂講授與單純書面試題的測評形式，及時借助錄像驗證效果，為提高護理專升本學生人際溝通能力提供參考，也為護理專升本《人際溝通》教學改革提供了一定的參考價值。 研究方法本論文為實驗性干預研究，運用的方法是方便整群抽樣，選取2010級與2011級在山西醫(yī)科大學第一醫(yī)院護校必修《人際溝通》的全部護理專升本學生689人作為研究對象。2010級的學生設為對照組，2011級的學生設為試驗組，試驗組采用桑代克學習理論創(chuàng)設的情境教學進行20學時的培訓，對照組采用傳統(tǒng)教學方式（講授+舉例案例）進行了共計20個學時的教學，兩個小組的教學內容、教學課本完全一樣，對試驗組學生干預后測評采用的是案例分析方法，對兩小組研究對象在實施干預前后分別應用《護生臨床溝通能力測評量表》進行臨床溝通能力自我測評，并對試驗組的學生在干預結束后發(fā)放情境教學反饋問卷，調查學生對運用桑代克學習理論創(chuàng)設情境教學的評價及建議。 本論文研究使用統(tǒng)計軟件SPSS17.0來建立其數據庫，然后進行數據錄入工作。根據調查資料的情況選擇恰當的統(tǒng)計方法，其統(tǒng)計方法主要包括描述性分析、t檢驗、Spearman相關分析等。 研究結果護生臨床溝通能力：在α=0.05檢驗水準下，2010級、2011級學生對干預前的臨床溝通能力差異無統(tǒng)計學意義，干預后差異有統(tǒng)計學意義（P0.05），并且2011級學生優(yōu)于2010級學生。2011級學生在五方面優(yōu)于對照組(P0.05)，這五方面分別是：建立和諧關系、敏銳傾聽、共同參與、驗證感受、傳遞有效信息。在確認病人問題方面差異無統(tǒng)計學意義(P0.05)。對兩組學生干預前后分別比較差異都有統(tǒng)計學意義（P0.05）。 護理專升本學生臨床溝通能力影響因素：除了測試當天精神狀態(tài)、父母親的文化、父母親的職業(yè)外其他因素都與護生的臨床溝通能力呈正相關。情境反饋問卷的調查結果： 1.學生對教師的評價及建議85%以上的學生對教師的教學態(tài)度認可，，但希望帶教老師在課堂上討論的時候能夠更好地指導學生反思，以便能更好地啟發(fā)學生分析問題。 2.學生對自己的評價及建議31.7%的學生沒有做充分的課前預習，希望帶教老師能采取一些積極措施督促學生做好預習工作。 3.學生對情境實踐的評價及建議96.1%的學生認為在情境教學中能得到老師/同學的提示，77.5%的學生認為自己在情境教學中可以與小組成員一起討論有關溝通的問題。建議課程可通過以下順序來完成：課前預習、課堂學習、反復試誤；在試誤學習中及時鼓勵學生不斷改進。 4.學生對情境設計的評價及建議63.3%的學生對培訓的教學內容很滿意，只有26.9%的學生認為情境溝通的難度有點大，66.9%的學生認為情境真實性強，且學時安排合理。建議教師可根據學生的掌握情況來靈活變動情境的難度；每個情境可安排3～5次試誤，并對試誤過程進行錄像以方便同學在試誤中找出彼此的問題；可根據學生的意愿來酌情選擇情境；教師要想方設法增加情境的真實性。 5.學生對教學效果的評價及建議75%以上的學生認為這種教學有助于她們能力的提高，對課程持較滿意態(tài)度，85%的學生認為這種教學有益于以后適應臨床工作，在溝通能力方面認識到了自己的不足并有了進一步的提高。案例分析題結果：應用桑代克學習理論創(chuàng)設情境教學后，1.學生對基本的溝通知識已經掌握；2.學生能輕松作答，沒有任何壓力，更能激起其溝通欲望。研究結論桑代克學習理論作為一種學習理論，其創(chuàng)設的情境教學作為一種教學方法有益于促進護理專升本學生的臨床溝通能力，同時對臨床護理教育的完善也具有促進作用。
[Abstract]:The purpose of this study is to analyze the preparation law, the law of learning and the law of effect in Thorndike's learning theory, analyze the teaching effect of the application of Thorndike's learning theory to the course of interpersonal communication, improve the evaluation form of the classroom teaching and the simple written test questions, and help to provide reference for improving the interpersonal communication ability of the nursing students. It provides a certain reference value for the teaching reform of nursing interpersonal communication.
The method of the study was experimental intervention study. The method used was to facilitate group sampling, and selected 689 students of all the students of the 2010 class and 2011 class in the first hospital of Shanxi Medical University, the first hospital of the first hospital of Shanxi Medical University, as the control group. The students of class 2011 were set up as the experimental group and the experimental group was adopted. The situation teaching created by Thorndike's learning theory is trained at 20 hours. The control group adopts the traditional teaching method (lecturing + example case) to carry out a total of 20 teaching hours. The content of the two groups is the same as the teaching textbook. The method of case analysis is used for the test group after the intervention of the students, and the two groups of research objects are used. Before and after the intervention, the nursing students' clinical communication ability assessment scale was applied to the self-assessment of clinical communication ability, and the students in the experimental group were given a situational teaching feedback questionnaire after the intervention, and the students' evaluation and suggestions on the creation of situational teaching by using Thorndike's learning theory were investigated.
This paper uses the statistical software SPSS17.0 to establish its database, and then carries out the data entry work. According to the survey data, select the appropriate statistical methods. The statistical methods mainly include descriptive analysis, t test, Spearman correlation analysis and so on.
Results the clinical communication ability of the nursing students: at the level of alpha =0.05 test, there was no significant difference in the clinical communication ability of grade 2010 and 2011 students before intervention, and the difference was statistically significant after intervention (P0.05), and the grade 2011 students were superior to the class 2010 class.2011 students in five respects superior to the control group (P0.05), and the five aspects were respectively built. There was no statistical significance (P0.05) in the identification of patients' problems (P0.05). There was significant difference between the two groups of students before and after intervention (P0.05).
Factors affecting the clinical communication ability of the nursing students: in addition to the mental state of the day, the parents' culture, and the other factors outside the parents were positively related to the clinical communication ability of the nursing students.
1. students' evaluation of teachers and more than 85% of the students' attitude to the teaching attitude of the teachers, but it is hoped that the teacher can better guide the students' reflection when they discuss it in class so that they can better inspire the students to analyze the problem.
2. students do not make full pre class preview to their own evaluation and suggestion 31.7%, and hope that the teacher can take some positive measures to urge the students to do a good job of preview.
3. students' evaluation of situational practice and 96.1% of the students think that they can get teachers / students' tips in situational teaching. 77.5% of the students think that they can discuss the problems of communication with the members of the group in the situation teaching. In the trial and error study, encourage the students to improve in time.
4. students' evaluation of Situational Design and suggestion 63.3% are satisfied with the teaching content of the training. Only 26.9% of the students think the difficulty of situational communication is a little difficult. 66.9% of the students think the situation is strong and the school schedule is reasonable. It is suggested that teachers can flexibly change the difficulty of the situation according to the students' mastery; each situation can be changed Arrange the 3~5 trial and error, and videotape the trial and error process to facilitate the students to find out each other's problems in the trial and error; the situation can be selected according to the wishes of the students; the teacher should try to increase the reality of the situation.
5. the students' evaluation of the teaching effect and the suggestion that more than 75% of the students think that this kind of teaching helps them improve their ability and is more satisfied with the course. 85% of the students think that this kind of teaching is useful to adapt to the clinical work in the future. After the application of Thorndike learning theory to create situational teaching, 1. students have mastered basic communication knowledge; 2. students can easily answer, without any pressure, can arouse their desire to communicate. Conclusion Thorndike learning theory as a learning theory, the creation of situational teaching as a teaching method is beneficial to the promotion of nursing. The clinical communication ability of students who are promoted to undergraduate education also promotes the perfection of clinical nursing education.
【學位授予單位】：山西醫(yī)科大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G642;R47-4

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