護(hù)理本科教育課程設(shè)置的研究

論文編號(hào):HL252 論文字?jǐn)?shù):27244,頁(yè)數(shù):25

論文題目：護(hù)理本科教育課程設(shè)置的研究
摘　要
 
 目的  通過(guò)對(duì)中國(guó)護(hù)理本科人文社會(huì)科學(xué)課程設(shè)置的相關(guān)理論研究，結(jié)合國(guó)外院校的先進(jìn)經(jīng)驗(yàn)，在對(duì)“領(lǐng)域綜合”理論分析論證的基礎(chǔ)上提出我國(guó)護(hù)理本科人文社會(huì)科學(xué)課程設(shè)置的實(shí)踐方案，以期為促進(jìn)護(hù)理本科學(xué)生知識(shí)結(jié)構(gòu)的整體優(yōu)化，構(gòu)筑集民族性、科學(xué)性和現(xiàn)實(shí)性于一體的護(hù)理本科人文社科類課程設(shè)置模式提供參考。    
 方法  1、通過(guò)回顧近年有關(guān)文獻(xiàn)，對(duì)人文素質(zhì)教育及人文社會(huì)科學(xué)課程的相關(guān)理論、哲學(xué)與教育學(xué)意義等進(jìn)行分析論證，從而引出我國(guó)護(hù)理本科人文社會(huì)科學(xué)課程設(shè)置的理論及實(shí)踐依據(jù)。2、運(yùn)用橫向比較的研究方法，對(duì)中澳兩國(guó)護(hù)理專業(yè)本科人文社會(huì)科學(xué)課程就開(kāi)設(shè)門類、數(shù)量、學(xué)時(shí)安排、結(jié)構(gòu)編制等幾個(gè)方面的數(shù)據(jù)分別進(jìn)行統(tǒng)計(jì)學(xué)處理，通過(guò)對(duì)結(jié)果進(jìn)行統(tǒng)計(jì)描述和統(tǒng)計(jì)推斷，結(jié)合兩國(guó)國(guó)情分析二者之間存在的差異。3、通過(guò)文獻(xiàn)分析、理論論證的研究方法，結(jié)合澳大利亞護(hù)理本科教育人文社科類課程設(shè)置的先進(jìn)經(jīng)驗(yàn)，以“領(lǐng)域綜合”理論為基礎(chǔ)提出我國(guó)護(hù)理本科教育人文社科類課程設(shè)置的具體實(shí)踐方案。    
 結(jié)果  1、我國(guó)護(hù)理本科人文社會(huì)科學(xué)課程設(shè)置的理論及實(shí)踐依據(jù)為黨和國(guó)家的教育方針與政策、護(hù)理本科教育的培養(yǎng)目標(biāo)、馬克思主義關(guān)于人的全面發(fā)展理論、國(guó)內(nèi)外醫(yī)學(xué)院校己取得的人文社科類課程改革成效。
 2、中澳兩國(guó)護(hù)理本科人文社會(huì)科學(xué)課程在開(kāi)設(shè)形式及內(nèi)容、學(xué)時(shí)分配及比重、課程類型、教學(xué)及評(píng)價(jià)方式等方面均有差異。中國(guó)的課程設(shè)置在“集權(quán)模式”的影響下呈現(xiàn)出高度統(tǒng)一的趨勢(shì)，課程開(kāi)設(shè)形式以必修課和限選課為主，澳大利亞的課程設(shè)置以“自治模式”為指導(dǎo)，開(kāi)設(shè)大量限選課及自由選修課為其特色中國(guó)的教學(xué)計(jì)劃總學(xué)時(shí)數(shù)及人文社科必修、總學(xué)時(shí)數(shù)均高于澳大利亞，而人文社科選修課程學(xué)時(shí)數(shù)以及人文社科選修課程和人文社科總學(xué)時(shí)數(shù)在教學(xué)計(jì)劃總學(xué)時(shí)數(shù)中所占比重均低于澳大利亞，上述差別有統(tǒng)計(jì)學(xué)意義中國(guó)以學(xué)科課程占主導(dǎo)地位，加拿大以綜合課程為主中國(guó)的教學(xué)及評(píng)估手段以課堂教學(xué)和筆試為主，加拿大形式多樣。
 3、以“領(lǐng)域綜合”理論模式構(gòu)筑中國(guó)護(hù)理本科人文社科課程體系，該方案將人文社科課程劃分為“護(hù)理與人”、“護(hù)理與社會(huì)”、“護(hù)理實(shí)踐反思”三大模塊，前兩個(gè)模塊又各包含三個(gè)系列的課程群，以核心課程和限制性選修課程的方式對(duì)其進(jìn)行管理“護(hù)理實(shí)踐反思”模塊則以活動(dòng)課程的方式實(shí)現(xiàn)人文社會(huì)科學(xué)知識(shí)理論與實(shí)踐的結(jié)合。中國(guó)護(hù)理本科人文社會(huì)科學(xué)“領(lǐng)域綜合”課程模式正式構(gòu)建方案對(duì)課程類別、課程名稱、學(xué)時(shí)分?jǐn)?shù)、開(kāi)設(shè)形式以及開(kāi)設(shè)學(xué)期做出了具體規(guī)定。 
 結(jié)論  建議我國(guó)護(hù)理本科人文社會(huì)科學(xué)課程總學(xué)時(shí)數(shù)在教學(xué)計(jì)劃總學(xué)時(shí)數(shù)中所占比例以一為宜人文社會(huì)科學(xué)必、選修課程學(xué)時(shí)數(shù)之比以一為宜。努力建設(shè)人文社科類綜合課程，以緩解有限教學(xué)時(shí)數(shù)與過(guò)多課程份量之間的矛盾。
 關(guān) 鍵 詞：護(hù)理本科；課程設(shè)置；領(lǐng)域綜合；
 論文類型：理論研究
 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  錄
1 緒論 1
1.1 背景及意義 1
 1.2研究目的及目標(biāo) 1
1.3關(guān)鍵詞及定義 1
1.4文獻(xiàn)回顧 1
2 研究設(shè)計(jì) 5
2.1 研究對(duì)象 5
2.2一般資料 5
2.2.1 5
 2.3研究方法……………………………………………………………………………
2.3.1樣本選擇方法 5
2.3.2資料收集方法 5
2.3.3研究方法 5
 2.4研究步驟…………………………………………………………………………… 6
3 研究結(jié)果 7
3.1中澳各20所護(hù)理本科院校地區(qū)分布概況 7
3.2中澳護(hù)理本科人文社會(huì)科學(xué)課程開(kāi)課率的比較 7
3.2.1中澳護(hù)理本科開(kāi)課率≥50%的人文社會(huì)科學(xué)必修課程比較表 7
3.2.2中澳護(hù)理本科開(kāi)課率≥20%的人文社會(huì)科學(xué)必修課程比較表 10
3.3中澳護(hù)理本科人文社會(huì)科學(xué)課程學(xué)時(shí)數(shù)及其所占比重比較 11
3.4中澳護(hù)理本科人文社會(huì)科學(xué)必修課程各科目學(xué)時(shí)數(shù)比較 14
3.5中澳護(hù)理本科人文社會(huì)科學(xué)選修課程各科目學(xué)時(shí)數(shù)比較 16
4 討論 17
4.1中加護(hù)理本科人文社會(huì)科學(xué)課程設(shè)置概況分析 17
4.1.1人文社會(huì)科學(xué)課程開(kāi)設(shè)形式及內(nèi)容概況 17
4.1.2人文社會(huì)科學(xué)課程學(xué)時(shí)數(shù)及其所占比重 19
4.1.3人文社會(huì)科學(xué)課程的類型 20
4.2人文社會(huì)科學(xué)課程的教學(xué)及評(píng)價(jià)方式 21
4.3中澳護(hù)理本科教育的培養(yǎng)目標(biāo) 22
4.3.1中國(guó)護(hù)理本科教育培養(yǎng)目標(biāo) 22
4.3.2澳大利亞護(hù)理本科教育培養(yǎng)目標(biāo) 22
5 推論及建議 25
5.1 推論 25
5.1.1中國(guó)護(hù)理本科人文社會(huì)科學(xué)“領(lǐng)域綜合”課程設(shè)置方案的構(gòu)建 25
5.1.2人文社會(huì)科學(xué)課程目標(biāo) 25
5.1.3人文社會(huì)科學(xué)課程設(shè)置原則 26
5.2 建議 27
5.2.1領(lǐng)域綜合的概念內(nèi)涵 27
 5.2.2“領(lǐng)域綜合的“的指導(dǎo)思想 28
5.2.3“領(lǐng)域綜合”課程模式的構(gòu)建 28
5.2.4“領(lǐng)域綜合”課程模式中新增課程的開(kāi)設(shè)意義 34
6結(jié)論與展望 36
致    謝 37
參考文獻(xiàn) 39
附    錄