China Library Classification Number: G642 Document Identification Number: A
"Lecture" is a teaching research activity in which teachers face their peers and experts, and under the guidance of scientific educational theory, they understand and grasp a series of educational and teaching elements and their theoretical basis, such as curriculum standards, teaching materials, design and arrangement of classroom order, choice and practice of learning methods. ① This lesson is about "urination nursing", which will explain "what to do", "how to do it" and "why to do it" from six aspects: teaching materials, learning situation, teaching methods, learning methods, teaching process and blackboard design.
1 oral teaching materials
1. 1 teaching material analysis
The textbook used in this course is "Fundamentals of Nursing" edited by Li Xiaosong and published by People's Health Publishing House. It is the 11th Five-Year Plan textbook for secondary health vocational education of the Ministry of Health. The textbook embodies the vocational education concept of "employment-oriented, ability-oriented, and skill development as the core", which conforms to the characteristics and employment needs of students in secondary health vocational education. Fundamentals of Nursing is an introductory course and a core course for nursing majors. It is an applied course that elaborates the basic theory, knowledge and skills of nursing and cultivates students' comprehensive quality and operational skills. It is also a compulsory basic course for students before they study specialized nursing. At the same time, this course is also the basis of clinical work, and students' mastery of this course directly affects the study of subsequent courses and their future work ability.
1.2 the role and position of teaching content in teaching materials
The main contents of this course include the basic concepts of nursing, nursing related theories, basic nursing technical operation and basic knowledge and skills of clinical diagnosis and treatment. The content of this lesson is selected from the first section of chapter 14 "Urination nursing" in the textbook. Because micturition is the basic need of human beings, micturition nursing is the nursing theory and knowledge that students must master. At the same time, through the study of this class, we can lay a solid foundation for the study of urethral catheterization in the next class.
1.3 teaching objectives
According to the guiding ideology of current vocational education and students' existing cognitive foundation, according to the specific requirements of new curriculum standards and the role and position of this course in the teaching materials, the teaching objectives are determined as follows: (1) Knowledge and skill objectives: being able to tell the characteristics of normal urination and abnormal urination; Can briefly describe the factors affecting urination; Can describe the nursing measures of abnormal urination. (2) Process and method: Through nursing evaluation, normal urination and abnormal urination can be accurately evaluated; Can comprehensively analyze and summarize the nursing measures of abnormal urination. (3) Emotion and values: establish the concept of caring for life and health, and be able to put yourself in others' shoes.
1.4 teaching emphases and difficulties
Through the analysis of course objectives, teaching contents and students' understanding, I determined that the focus of this course is: observation of abnormal urine and nursing of abnormal urine. The difficulty is determined as follows: how to observe carefully and thoroughly, and comprehensively analyze and summarize urine abnormalities.
Step 2 talk about learning situations
As far as cognitive ability is concerned, the object of this lecture is secondary vocational nursing students. These students like to touch new things, are curious, love to think about things of interest, and like bedside teaching (probation), situational teaching, project training, integration of theory and practice and other teaching modes. It is easy to accept image knowledge without thinking, and lacks the persistence and stability of autonomous learning. At the same time, they are weak in basic knowledge, lack of logical thinking ability, poor in learning initiative and like passive acceptance. A teacher should learn a little when he speaks a little. Poor comprehensive analysis ability and no good study habits. Suitable for learning while doing, learning while doing.
In terms of knowledge structure, students have completed the study of anatomy, physiology and other related courses before studying this course. I have studied the basic concepts of nursing, nursing related theories and some basic nursing technical operations, and have done clinical probation. Have a certain understanding and expectation of the quality that nurses should have and the future nursing professional positions; Familiar with the basic nursing theory and nursing operation process, and master certain professional basic knowledge.
3 Oral teaching method
Good teaching method is an effective means to improve teaching quality and teaching effect. In this teaching process, lectures are the main part, cases are introduced, and multimedia teaching is supplemented. In order to implement the key points and break through the difficulties, the methods of physical objects and pictures display, student experiments and group discussions are adopted. Through physical demonstration, let students do experiments by themselves, stimulate their enthusiasm for learning, and cultivate their ability of observation and inquiry. Show pictures through multimedia, concretize abstract content and enhance students' perceptual knowledge. Students' group discussion can enliven the classroom teaching atmosphere and fully develop students' thinking space.
4 stands for learning method
For students, mastering effective learning methods can get twice the result with half the effort. Scientific learning methods can improve students' professional skills. Analyze the learning content and learning difficulties before class, and guide students to learn to preview with questions. In the classroom, students are guided to actively explore and encouraged to move their eyes, ears, hands, brain and mouth, so that the learning process and cognitive process of students can be unified as a whole. Guide students to pay attention to the relationship between the content of this section and the knowledge before and after and related disciplines, and combine it with life to help them understand new knowledge by using known knowledge reserves and life experience. By guiding students to study in an all-round way, students are willing to explore and use their brains diligently, thus mobilizing their initiative in learning.
5 indicates the teaching process.
5. 1 Preparation before class
Let the students preview the content of this lesson with questions, think about the difference between normal urine and abnormal urine, and strengthen the impression by drawing tables, using both hands and brains. At the same time, please prepare fresh urine 15ml, hydrometer, PH test paper, 2.5L, 1.5L, 400ml, 100ml empty beverage bottles.
5.2 case introduction to stimulate interest, about 2min.
Show the students the case: Ms. He came to the hospital with her one-year-old child. She told the nurse at the outpatient service desk that the child's urine has always been transparent, clear and light yellow, but in the last month, the child's urine was cloudy and dark yellow. Excuse me: If you are a nurse, how do you classify them? Ask questions with cases, cut into what is normal urine and abnormal urine, and make students curious about new knowledge, so as to smoothly introduce new lessons.
5.3 Combination of guidance and learning, teaching new lessons, about 35 minutes.
The content of this section is: (1) Normal urine observation, about 4min. Let the students observe the characteristics of fresh urine, measure urine with hydrometer and PH test paper, and tell the basic characteristics of fresh urine. In this activity, give full play to students' dominant position, think with the brain and express with the mouth on the basis of eyes and hands, and promote students' thinking development and expression ability. After the students summarize, the teacher will summarize and deepen the students' understanding of the knowledge points. (2) Observe abnormal urine for about 65438±02min. This paragraph is the focus and difficulty of teaching. In order to let students have a correct understanding of the concepts of polyuria, oliguria and anuria, we showed students bottles with different capacities and left a deep impression on them. Show real pictures through multimedia, so that students can intuitively feel what hematuria, hemoglobinuria, bilirubinuria, pyuria and chyluria are. Then distinguish the difference between normal urine and abnormal urine through multimedia comparison list, so that students can easily remember. (3) Factors affecting urination, about 4min. Teaching through examples in life and students' life experiences. For example, some students will urinate frequently because they are nervous before the exam; Sweating a lot in summer will reduce urine output. These vivid examples are close to students' life and easy for students to accept. (4) Nursing of abnormal micturition, about 65438±05min. Explain the concepts of urinary incontinence and urinary retention to students through explanation. Ask the students to put themselves in their shoes and discuss in groups: how to care for patients with urinary incontinence and urinary retention? Through discussion, it is helpful to stimulate students' desire to express, cultivate students' awareness of active learning and enhance the spirit of cooperation. Through the feedback of students' answers, the teacher will guide and analyze the students with emphasis, point out the shortcomings and summarize them.
5.4 Knowledge application and consolidation exercise, about 4min.
Test students' understanding of this section through multiple-choice questions on PPT. The topic setting is based on the principle of highlighting important and difficult points, consolidating knowledge and improving efficiency.
5.5 Summary by teachers and students, about 2min.
Summarize with the students: What is the main content of this lesson? What is the focus of this lesson? Guiding students to summarize what they have learned is helpful for students to systematically process what they have learned, clarify the context of knowledge and deepen their memory.
5.6 homework, task delay, about 2min.
Give students different forms of homework. (1) According to what you have learned, look at the "difference between normal urine and abnormal urine" table made in the preview and improve it. (2) Nursing measures for patients with urinary incontinence? Nursing measures for patients with urinary retention? (3) Thinking: Zhou, female, 27 years old. Did not urinate 8 hours after delivery, complaining of abdominal distension and pain but dysuria. The nurse tried many ways to help her urinate, but all failed. What measures will you take to alleviate the patient's pain? According to the cases, guide the students to preview the next section "catheterization".
6 Shuo ban Shu design
The design of blackboard writing follows the principles of simplicity, image, intuition and generalization. Pay attention to the reasonable layout, clear context and distinct levels, and embody the main points in the design for students to master.
For the design of the whole class, the author has been implementing the guiding ideology of taking teachers as the leading factor and students as the main body, focusing on guiding students to observe, think and do more, stimulating students' initiative in learning and cultivating students' various abilities. Let students know that learning nursing knowledge is not rote learning, but exchange discussion and practical operation, so that students can feel that it is an interesting activity for teachers and students to cooperate with teaching and learning in class, and let them realize that learning is meaningful, the process is interesting and the knowledge is useful.
To annotate ...
Tube, Ma Ailing. Generation and expression of teaching wisdom [M]. Beijing: Education Science Press, 2006.