学生の学習への主体性促進を意図した看護学教員の教授活動

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  • ガクセイ ノ ガクシュウ エ ノ シュタイセイ ソクシン オ イト シタ カンゴガク キョウイン ノ キョウジュ カツドウ
  • Teaching Activities of Nursing Faculty that Promote Autonomous Learning in Students

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目的:学生の学習への主体性促進を意図した看護学教員の教授活動を明らかにし,その特徴を考察する.方法:全国の看護系大学,短期大学,専門学校に所属し,授業を担当している教員995名を対象に,郵送法により質問紙を配布し,431名(回収率43.3%)から回答を得た.このうち,自由回答式質問に回答していた421名の記述を,Berelson,B.の方法論を参考にした看護教育学における内容分析を用いて分析した.結果:【学生の思考が発展するように発問・質問する】など32カテゴリが形成された.結論:学生の学習への主体性促進を意図した教員の教授活動を表す32カテゴリが明らかとなった.また,これら教授活動は《学生の理解促進と思考の発展を支援する》など10の特徴を示した.本研究の結果は,教員が自身の教授活動を客観的に評価し,学生の学習への主体性促進となる教授活動の継続や不十分な教授活動の改善を見出す資料となる.

Objectives : The aims of this study were to clarify and investigate the features of the teaching activities of nursing faculty that promote autonomous learning in students. Methods : Questionnaires were distributed by post to 995nursing faculty members in charge of classes at nursing universities, junior colleges, and diploma programs across Japan. A total of 431responses were received (response rate: 43.3%), 10 of which were deemed invalid and subsequently excluded. The remaining 421, which contained responses to open-ended questions,were analyzed using content analysis for nursing education based on Berelson's methodology. Results : The teaching activities of nursing faculty that promote autonomous learning in students as indicated by respondents were aggregated into 32 categories, such as "Questioning the development of student thinking." Conclusions : A total of 32categories representing the teaching activities of nursing faculty that promote autonomous learning in students were clarified. These categories revealed 10common features,including "Supporting the promotion of understanding and development of thinking in students." The results of this study can serve as reference material for nursing faculty to objectively assess their own teaching activities and to continue to improve the promotion of autonomous learning in students.

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