护理本科教育课程设置的研究

论文编号:HL252 论文字数:27244,页数:25

论文题目：护理本科教育课程设置的研究
摘　要
 
 目的  通过对中国护理本科人文社会科学课程设置的相关理论研究，结合国外院校的先进经验，在对“领域综合”理论分析论证的基础上提出我国护理本科人文社会科学课程设置的实践方案，以期为促进护理本科学生知识结构的整体优化，构筑集民族性、科学性和现实性于一体的护理本科人文社科类课程设置模式提供参考。    
 方法  1、通过回顾近年有关文献，对人文素质教育及人文社会科学课程的相关理论、哲学与教育学意义等进行分析论证，从而引出我国护理本科人文社会科学课程设置的理论及实践依据。2、运用横向比较的研究方法，对中澳两国护理专业本科人文社会科学课程就开设门类、数量、学时安排、结构编制等几个方面的数据分别进行统计学处理，通过对结果进行统计描述和统计推断，结合两国国情分析二者之间存在的差异。3、通过文献分析、理论论证的研究方法，结合澳大利亚护理本科教育人文社科类课程设置的先进经验，以“领域综合”理论为基础提出我国护理本科教育人文社科类课程设置的具体实践方案。    
 结果  1、我国护理本科人文社会科学课程设置的理论及实践依据为党和国家的教育方针与政策、护理本科教育的培养目标、马克思主义关于人的全面发展理论、国内外医学院校己取得的人文社科类课程改革成效。
 2、中澳两国护理本科人文社会科学课程在开设形式及内容、学时分配及比重、课程类型、教学及评价方式等方面均有差异。中国的课程设置在“集权模式”的影响下呈现出高度统一的趋势，课程开设形式以必修课和限选课为主，澳大利亚的课程设置以“自治模式”为指导，开设大量限选课及自由选修课为其特色中国的教学计划总学时数及人文社科必修、总学时数均高于澳大利亚，而人文社科选修课程学时数以及人文社科选修课程和人文社科总学时数在教学计划总学时数中所占比重均低于澳大利亚，上述差别有统计学意义中国以学科课程占主导地位，加拿大以综合课程为主中国的教学及评估手段以课堂教学和笔试为主，加拿大形式多样。
 3、以“领域综合”理论模式构筑中国护理本科人文社科课程体系，该方案将人文社科课程划分为“护理与人”、“护理与社会”、“护理实践反思”三大模块，前两个模块又各包含三个系列的课程群，以核心课程和限制性选修课程的方式对其进行管理“护理实践反思”模块则以活动课程的方式实现人文社会科学知识理论与实践的结合。中国护理本科人文社会科学“领域综合”课程模式正式构建方案对课程类别、课程名称、学时分数、开设形式以及开设学期做出了具体规定。 
 结论  建议我国护理本科人文社会科学课程总学时数在教学计划总学时数中所占比例以一为宜人文社会科学必、选修课程学时数之比以一为宜。努力建设人文社科类综合课程，以缓解有限教学时数与过多课程份量之间的矛盾。
 关 键 词：护理本科；课程设置；领域综合；
 论文类型：理论研究
 Abstract
 ObjectiveThe aim of this study is to put forward the“realm synthesis” mode of practice of Humanities and Social Science curriculum by using the theoretical review and drawing on the advanced experiences of Australia through comparison, inorder to provide useful references to build up the mode of Humanities and Social Science curriculum with both internationalise and localization which can improve the students’ knowledge structure and promote the quality of higher nursing education in China.
 Methods
To analyze the theoretical basis and the meaning of Philosophy and pedagogy of Humanities and Social Science curriculum setting-up via review of literature then reveal the purpose of this study.
To compare the quantity, the category, the credit hours and the structure etc about Humanities and Social Sciene curriculum of nursing baccalaureate between China andAustralia by using cross-sectional reasearch, desctibe and deduce against the background of national condition between China and Australia.
To put forward the “realm synthesis”mode of practice about Humanities and Social Science currilulum of nursing baccalaureate educationg in the light of theoretical analysis as well as the advanced experience of Australia.
 Result
The theoretical and realistic foundation of Humanities and Social Science curriculum of nursing baccalaureate education in China includes: the educational principle of our country, the training goals of nursing baccalaureate education, the theory of humans’ all-round development of Marxism and the outcomes of Humanities and Social Science curriculum’s reform of domestic and overseas medical universities.
There are differences as for forms and contents, credit hours and their proportion, curriculum’s type, methods of teaching and evaluation between China and Australia. The curriculum of China present the trend of highly unified with the influence of “centralized mode”, the type of curriculum are compulsory curriculum and restrictive selecctive curriculum mostly: Australias’ curriculm is in the light of “autonomous mode’, making lots of selective curricula is the characteristic of it. The total credit hours of whole program and the compulsory as well as the total curricula’s credit hours of Humanities and Social Science in China are more than that of Ausralia; the ratio of restrictive selective curriculm of Humanitie and Social Science and the total credit hours of Humanities and Social Science in China are more than that of Australia; the ratio of restrictive selective curriculum of Humanities and Social Science and the total credit hours of Humanities and Social Science curriculm are lower than that of Australia. The conclusions talked above have significant differerce. The subject curriculum is superior in China, the integrated curriculum take the major position in Australia.Classroom instruction and written examination are the inportant methods of teaching and evaluation in China , that of Australia are various.
Setting up mode of Humanities and Social Science curriculum of nursing baccalaureate education in China according to the theory of “realm synthesis”. This project divides the curriculum of Humanities and Social Science into 3 parts, include “nursing and human”, “nursing and society” and “reflection about nursing practice”, the forms of these curricula are core curriculum and restrictive selective curriculum; the part of “reflection about nursing practice” realizes the combination of theory and practice of Humanities and Social Science by means of the way active curriculm.
 Conclusions
 The proportion of total credit hours of Humanities and Social Science curriculum of China’s nursing baccalaureate education should be 50%; the ratio of compulsory curriculum to selective curriculum of Humanities and Social Science should be 1:1. For the sake of the contradiction betewwn credit hours and quantity of curriculum, we should reduce the subject curriculum and develop the integrated curriculum of Humanities and Social Science.
 Key Words
 Nursing baccalaureate education, curriculum set-up, realm synthesis
 
 
 目  录
1 绪论 1
1.1 背景及意义 1
 1.2研究目的及目标 1
1.3关键词及定义 1
1.4文献回顾 1
2 研究设计 5
2.1 研究对象 5
2.2一般资料 5
2.2.1 5
 2.3研究方法……………………………………………………………………………
2.3.1样本选择方法 5
2.3.2资料收集方法 5
2.3.3研究方法 5
 2.4研究步骤…………………………………………………………………………… 6
3 研究结果 7
3.1中澳各20所护理本科院校地区分布概况 7
3.2中澳护理本科人文社会科学课程开课率的比较 7
3.2.1中澳护理本科开课率≥50%的人文社会科学必修课程比较表 7
3.2.2中澳护理本科开课率≥20%的人文社会科学必修课程比较表 10
3.3中澳护理本科人文社会科学课程学时数及其所占比重比较 11
3.4中澳护理本科人文社会科学必修课程各科目学时数比较 14
3.5中澳护理本科人文社会科学选修课程各科目学时数比较 16
4 讨论 17
4.1中加护理本科人文社会科学课程设置概况分析 17
4.1.1人文社会科学课程开设形式及内容概况 17
4.1.2人文社会科学课程学时数及其所占比重 19
4.1.3人文社会科学课程的类型 20
4.2人文社会科学课程的教学及评价方式 21
4.3中澳护理本科教育的培养目标 22
4.3.1中国护理本科教育培养目标 22
4.3.2澳大利亚护理本科教育培养目标 22
5 推论及建议 25
5.1 推论 25
5.1.1中国护理本科人文社会科学“领域综合”课程设置方案的构建 25
5.1.2人文社会科学课程目标 25
5.1.3人文社会科学课程设置原则 26
5.2 建议 27
5.2.1领域综合的概念内涵 27
 5.2.2“领域综合的“的指导思想 28
5.2.3“领域综合”课程模式的构建 28
5.2.4“领域综合”课程模式中新增课程的开设意义 34
6结论与展望 36
致    谢 37
参考文献 39
附    录