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題 名 | 比較臺灣與美國護理系學生學習型態之研究 |
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作 者 | 孫淑敏; | 書刊名 | 美和專校學報 |
卷 期 | 12 1994.08[民83.08] |
頁 次 | 頁51-72 |
分類號 | 419.63 |
關鍵詞 | 具體總察型; 具體驗證型; 抽象觀察型; 抽象驗証型; 文化背景; Diverger; Accommodator; Assimilator; Converger; Cultural background; |
語 文 | 中文(Chinese) |
中文摘要 | 學習型態被認為是受到遺傳,過去的生活經驗,環境與文化的影響,學 生如果擁有不同的文化背景,生活經驗及人格特質將會發展出不同的學習型 態,目前沒有任何護理研究提出,有關文化背景與學習型態的關係,這個比 較性的研究可能顯示出源自不同國家的護理系學生女將有不同的學習型態,須 有不同教學方法來提昇有效的學習,kolb的經驗學習理論是這個研究的理論 基礎。 kolb定義具體觀察型態(diverger)為學生能發展多種創意,興趣在與人 相處及融洽工作,具體驗型accommdator)為學生喜愛冒險,專注在事件的 實行及獲取新經驗,憑直覺及嘗試錯誤的技巧來解決問題,抽象觀察型( assimiltion)為學生喜愛著重理論思想技巧,缺乏實際的應用及身體力行,抽 象驗證型(converger)為學生尋找一個具體答案,比較不具情感性,重事不 重人。 此研究在臺灣二所大學護理系及美國三所大學護理系執行,130份問卷分 發於臺灣學生,其中100份為有效問卷,104份問卷分發於美國學生,其中55份 為有效問卷,結果支持前提"學生從不同的文化背景,發展不同的喜愛學習 型態",然而具體觀察型態(diverger)的學生佔兩國大比例,這種型態非常 適合於現代的護理臨床教育,兩國在具體驗證型(accommodater),抽象觀察 型(assimilator),及抽象驗證型(converger)中所佔的比例有所不同且某些 學生融合二種以上或四種不同的學習型態,根據kolb (1976)這表示學習型態 發展到高階層,更具彈性的學習,此研究提示我們設計課程及教學方法來提 昇學生們融會實通的技巧。 |
英文摘要 | Learning styles are thought to be affected by heredity, past life experience -enviromment. and culture. Students with different cultural backgrounds. life experience, and characteristics can be expected to have developed different preferred learning styles. No nursing research has been found that relates cultural background and learning styles. A comparative study of nursing students in different countries may show that the students have different predominant preferred learning styles that require different teaching approaches to promote effective learning. Kolbs experiential learning theory provided the theoretical framework for this study. The study was conducted in two schools of nursing in Taiwan and in three schools of nursing in the United States. One hundred and thirty questionnaires were distributed to the Taiwan students and there were 100 usable returns. One hundred and four questionnaires were distributed to American students and there were 55 usable returns. Chi-square was used to analyze the data. An alpha level of 0.05 was considered to indicate statistical significance of the findings. The study results showed that there was a statistically significant relationship between country of origin and overall learning style preferences. However, the largest proportion of students from both countries preferred the diverger learing style-a style viewed as very appropriate to the demands of contemporary nursing practice. the tw groups differed more in the proportions preferring the accommodator, assimilator, and converger learning styles. Some students in each group aslo showed a tendency toward integration of two or all four learning styles. According to Kolb (1976), this indicates movement toward hihger devlopmental levels with greater flexibility in approaches to learning situations. Implications of the finding in relation to design of curriculums and teaching-learning strategies to enhance nursing students' metacognitive skills are discussed, as well as recommdatons for further research. |
本系統中英文摘要資訊取自各篇刊載內容。