Discussion on the implementation of ternary integration teaching in nursing medicine course

Discussion on the implementation of ternary integration teaching in nursing medicine course

Trinity teaching reform in basic medical courses is beneficial to stimulate students' interest in learning, reduce learning difficulty, improve classroom efficiency, make rational use of teaching resources, and finally improve teaching quality and learning effect, laying a solid foundation for subsequent clinical and professional courses.

Paper Keywords: ternary integrated teaching; Basic medical courses; Teaching reflection

The learning difficulty of basic medical courses is the knowledge of almost all nursing students in medical colleges. Basic medical courses need a lot of memory, but it is difficult to apply what they have learned quickly in practice, especially for students in health vocational colleges, whose learning foundation is weak and it is really difficult to learn. In order to change this situation, since 20 12, our school has put forward and implemented the idea of trinity teaching reform of basic medical courses, aiming at stimulating students' interest in learning, reducing learning difficulty, improving classroom efficiency, rationally utilizing teaching resources, and finally improving teaching quality and learning effect.

1. The concept of ternary integrated teaching

The so-called ternary integration teaching is an attempt to integrate multiple courses, theoretical teaching, practical teaching and multiple teaching resources in the basic medical courses of nursing specialty in health vocational colleges, namely human anatomy, human physiology, pathology, pharmacology and medical biology. Basic medical course is a preparatory course for clinical courses of nursing specialty, and its teaching effect directly affects students' study and practice of clinical courses, which has important practical significance.

2. The significance of ternary integration teaching

The core of the triple integration teaching reform of basic medical courses is the integration of multiple courses, which should closely focus on the content of clinical nursing. Necessary and sufficient? The concept of "new curriculum" organically integrates the course content. The course content reform broke the previous discipline-centered teaching method, reorganized the teaching content in a modular way, and designed, sorted and organized the teaching content according to the actual work.

As a highly practical subject, it is not enough to simply teach a lot of basic medical knowledge. Only by seeing it with your own eyes and doing it yourself can you make it clear. Some microscopic forms have only one image concept when they are seen. Therefore, while realizing the integration of multiple courses, we should also realize the integration of theoretical teaching and practical teaching and the integration of various teaching resources. Training related skills while learning theory conforms to students' cognitive law and can avoid the phenomenon that theory class is out of touch with practice class. Highlighting the skill-oriented training mode in vocational schools is helpful to correct the tendency of attaching too much importance to knowledge transmission and emphasize the formation of a proactive learning attitude, so as to acquire basic knowledge and skills. The reasonable combination of various educational resources and teaching methods will not only help to change the monotonous teaching mode and optimize the teaching environment, but also help students to get rid of their weariness of learning and improve classroom efficiency and teaching quality.

3. The implementation steps of ternary integration teaching

3. 1 Teachers should change their ideas and establish the idea that teaching methods should serve students' learning methods. To implement trinity teaching, teachers must seriously reflect on their own teaching with a sublation attitude and understand that teaching methods should serve students' learning methods. The teaching process is an interactive process of communication and development between teachers and students. Teachers should change teaching methods, constantly improve their teaching design and organizational ability, create teaching situations to guide students to actively participate, stimulate students' enthusiasm for learning, and enable students to learn to learn. Teachers must change? Light preparation and heavy teaching? What is the teaching philosophy? Re-prepare lessons and broadcast the class live? Teaching ideas. The teaching contents stipulated in the syllabus and textbooks only provide teachers with basic teaching clues. Teachers should not only be familiar with the teaching content, but also be clear about the training goal of students' cognition and ability stipulated in the teaching syllabus, and collect materials extensively around this goal to determine the teaching methods to be adopted and organically combine them with the teaching content. Solid, scientific and comprehensive lesson preparation will significantly improve the quality of classroom teaching.

To this end, all teachers actively carry out research and cross-lesson preparation activities, and prepare lessons collectively at least once a week. At the same time, basic medical courses are integrated with clinical knowledge and nursing teaching content, emphasizing the intersection, integration and infiltration of multiple disciplines. Study the overlapping and separation of knowledge in various disciplines, delete unnecessary, too deep and too difficult contents, so as to closely follow the training objectives, with fewer but better contents, and focus on strengthening the cultivation of students' clinical practice ability. In addition, we constantly try case-oriented or problem-oriented teaching methods and various forms of teaching, such as the combination of teaching and discussion, experiment and research.

3.2 Deepening Teaching Reform in Practice Based on the existing teaching experience of combining theoretical teaching with practical teaching, complete the teaching design of three-dimensional integration of basic medical courses? Comprehensive function experiment? 、? Integrated teaching of hypertension? 、? Integrated thyroid teaching? 、? Integrated teaching of kidney? 、? Integrated teaching of eyes? 、? Integrated teaching of stomach? 、? Integrated teaching of energy metabolism and body temperature? * * * and other 25 items, and implement them in daily teaching and school-level observation classes. During the implementation of trinity teaching, each subject has a responsible teacher (the teacher who observes the class) who is responsible for the design of integrated teaching, the reasonable combination of teaching resources and the production of courseware. After observing the class, according to the opinions and suggestions put forward by peers, we will further improve the teaching design and teaching methods. Because all resources are shared, teachers only need to focus on one or several topics that they are responsible for, avoiding the phenomenon of repeated work and the influence of excessive workload on the effect of preparing lessons.

Innovation, integration and optimization are the leading ideas of trinity teaching design. Fascinating teaching design, exquisite courseware, attention to the real questions of nurse qualification examination, clever connection with clinical courses, interesting memory methods (formulas, situations, gestures), animation exercises and analysis, and students' summary have firmly attracted students and changed some boring, boring and rigid knowledge? Appearance? , so that students from boredom and fear into love and desire. Teaching links are natural and smooth, teachers pay attention to classroom teaching feedback, and heuristic teaching with affinity greatly reduces students' learning difficulty, which is conducive to the connection between basic medical knowledge and clinical practice and promotes the cultivation of students' professional thinking ability. Through interviews and questionnaires, it can be seen that students are very welcome to the trinity teaching mode, and their learning status has been obviously improved.

4. Analysis of the implementation effect of ternary integration teaching

4. 1 ternary integrated teaching can meet the needs of health vocational education.

Integrated teaching is a method of technical vocational education in recent years, which is also suitable for health vocational education. Understanding people from the perceptual point of view, increasing the intensity of intuitive teaching, improving students' cognitive ability, and then improving students' comprehensive quality, so that students can digest and absorb the theoretical knowledge they have learned in time, so as to draw inferences from others. Integrated teaching has solved many problems such as the disconnection between theoretical courses and practical courses, the disconnection between basic medical courses and professional courses, and the overlapping of basic medical courses. In addition, the ternary integrated teaching combines theory and practice from structure to function, from normal to abnormal, forming a new teaching module with highly unified content and improving teaching efficiency. Integrated teaching not only integrates theory with practice, learning with doing, but also integrates theoretical knowledge learning with practical problem solving, which is conducive to improving students' post adaptability and thus achieving the purpose of applying what they have learned. At the same time, it cultivated students' ability of organization and coordination, communication, health education and teamwork, which laid a solid foundation for them to enter clinical work.

4.2 ternary integration teaching can highlight the main role of students.

Practice has proved that integrated teaching can better mobilize students' enthusiasm, make students change from passive acceptance of knowledge to active knowledge, and the classroom atmosphere is active. Students love listening and learning, and the teaching effect is very good, which truly embodies the teacher-led and student-centered educational thought, greatly stimulates students' interest in learning and forms a good learning atmosphere. In teaching, we should strive to create an integrated classroom teaching atmosphere of freedom, harmony, enjoyment of learning, mutual trust and pleasure. Teachers should affirm, encourage and praise the progress made by students, so that students can gain a sense of accomplishment and further improve their learning enthusiasm.

Teachers are well prepared before class, set knowledge goals, ability goals and teaching priorities reasonably, and the teaching content is gradual, which not only makes students learn solidly, but also makes them feel refreshed. At the same time, the review link designed by the teacher can help students to further deepen their understanding of the relevant content, and can also test the learning effect in time. Some teachers designed discussion sessions to guide students into study groups. The students enjoyed it and the discussion was enthusiastic.

4.3 ternary integration teaching can promote the improvement of teachers' professional ability.

Collective lesson preparation has gained a lot. Through the three-in-one teaching reform, a team of teachers with good professional skills and strong ability has been created, and a set of educational model suitable for higher vocational colleges has been explored. Integrated teaching puts high demands on teachers, who should not only have rich professional knowledge and solid practical ability, but also have certain clinical knowledge. Teachers should spontaneously attend classes across teaching and research sections and disciplines, especially nursing courses, so as to achieve targeted teaching design. When preparing lessons, teachers actively study and discuss the teaching focus, discuss the teaching content, strive to find the most effective teaching methods, and try their best to find the connection point between subject knowledge; When evaluating the class, everyone expressed their opinions, analyzed every detail, never let go of a doubt, and further discussed with teachers of professional disciplines. In addition, professional teachers in nursing department and clinical teachers in hospital are invited to participate in order to realize the close connection between basic courses and professional courses.

Teaching reflection is helpful to professional growth. Teaching reflection is teachers' reflection on teaching events and phenomena in the teaching process, and it is a dialogue between teachers' teaching theory and teaching practice. Continuous teaching reflection can promote teachers' teaching ability and level. After the trinity teaching, each teacher wrote after-class notes and made a rational reflection on his own integrated teaching practice. He not only reflects on psychological factors such as teaching philosophy, interest in learning, motivation level and emotional state, but also thinks, questions or evaluates the effectiveness of his teaching from teaching methods, teaching resources, teaching media and other teaching techniques, and consciously makes up for his shortcomings in teaching according to the results of reflection, providing possible and internal motivation for realizing teachers' professionalization.

4.4 Clever use of multimedia to make integrated teaching more vivid.

Multimedia, as an indispensable auxiliary teaching method of ternary integration teaching, has positive significance in increasing classroom capacity, broadening students' horizons, breaking through teaching difficulties, creating classroom atmosphere and improving teaching effect with its advantages of illustrated pictures, excellent audio-visual and dynamic combination. Teachers carefully make courseware to show the original abstract and boring learning content with three-dimensional and dynamic images, which enhances the intuition of teaching. In the review feedback session, multimedia can better show students the knowledge framework of this course, explore the internal relationship between knowledge and help students achieve mastery through a comprehensive study. The practice types of multimedia design are more diverse and interesting, which is conducive to improving students' awareness of participation and helping teachers grasp students' learning effects in time. In addition, some demonstration experiments that cannot be completed in class or classic experiments that cannot be carried out under existing conditions can also be demonstrated through multimedia.

Proper use of multimedia-assisted teaching can make students' learning process very relaxed and enjoyable, truly realize entertaining and stimulate students' learning desire. Three-element integrated teaching organically combines and comprehensively applies traditional teaching methods such as blackboard writing and model with modern teaching methods, which complement each other and produce better teaching results.

To sum up, the ternary integration teaching has made gratifying achievements in promoting teachers' professional growth and improving students' learning autonomy, but there are also some problems. First, the change of teaching behavior is not in place. Although some teachers have mastered some integrated teaching concepts, they still can't change the traditional teaching concepts in teaching. Wear new shoes and take the old road? Phenomenon; Secondly, due to teachers' different professional level and understanding of integrated teaching, the level of integrated teaching design and teaching effect are also different. Carry out collective lesson preparation, class attendance and class evaluation to promote the improvement of teachers' ability. Old and new, strong and weak? Combining, narrowing the gap of teachers' level, and striving to further improve the ternary integration teaching.

References:

Qiu. Study on the application of integrated teaching in pathology teaching in secondary vocational schools. Health vocational education, 2013,31(10): 52-53.

Li Qingzhi explores six breakthroughs in integrated teaching mode [J]. China Educational Technology and Equipment, 80.

Wu Ying. Application of integrated teaching in the teaching of basic nursing courses. Guangdong Vocational and Technical Education and Research, 20 13 (2): 49-50.

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