• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Medical teacher >Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature
【24h】

Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature

机译：二十一世纪的心理运动技能教学：通过当代文学的视角重新审视教学方法

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.
机译：各种各样的卫生专业人员将心理运动技能用作其专业实践角色的一部分。大多数健康学科使用大型或复杂的心理运动技能。这些技能首先由教育者讲授，然后习得，表演和最后学习。可以使用各种广泛接受和出版的教学模型来教授心理运动技能。这些模型中使用的教学步骤数从2到7不等。但是，与简单技能相比，在教授复杂技能时，这些模型在教授技能获得和技能保留方面的效用是有争议的。当代的运动学习和认知文献对教学实践进行了框架设计，可以帮助教授和学习基于任务的复杂技能。本文报告了在进行心理运动技能教学时应考虑的11个步骤。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号