Objective To explore the diversified examination methods to check the students' learning efficiency,and to improve their comprehensive quality.Methods 604 nursing students in eight general secondary school clasps of level 2009 were chosen as research objects the reformation proceeded in the middle of the course of gerontological nursing.Teacher interpreted every item of reformation before it was performed.The examination method was decided by their choices.The option was adopted if it was supported by over 50％ of students The students answered the self-designed questionnaire survey of their own free will,then were divided into old group(disapproved) which contained 231 and new group(approved) which contained 373.The old group was examined in traditional method which included single-choice question,completion and question-and-answer.The method of reforming examination which formed the final score included multiple-choice question,thesis,group discussion,scene play,the health guidance pamphlet,etc.The two examination methods were compared.Results The average original score of student in new group was 8 points higher than the one in old group(P ＞ 0.05).Conclusions After reformation to examination method,the positivity and original scores of the students were really improved.%目的 通过多元化的考核方式达到检测学生学习效果,提升学生综合素质的目的.方法 选择09级护理中专班,共8个班,604人,在开设《老年护理》课程的学期中期进行本学科考试改革.在考试改革前,授课老师向学生们详细的解释,明确各项含义,他们的选择结果决定考核方式,以班级为单位,支持率超过50％的选项,将被采纳.采用自行设计问卷调查,在自愿参与的原则下自填,然后将调查人数分为旧考核组(不赞成考改)231人和新考核组(赞成考改)373人.旧考核组的考核按原考试方法考核,即试题有单选题、填空题、问答题.改革考试的内容有选择题考核法、论文考核法、分组讨论法、情景考核法、健康指导小册子制作等多种方式得出形成性考核成绩.比较两种考核方法.结果 新考核组的学生原始成绩比旧考核组的学生明显提高8分(P＞0.05).结论 考核方式的改革调动了学生对老年护理的学习积极性,提高了原始平均成绩.
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