Anderson Robert M, Funnell Martha M, Hernandez Cheri Ann
The Department of Medical Education, University of Michigan Medical School, Ann Arbor (Dr Anderson)
Michigan Diabetes Research and Training Center, University of Michigan Medical School, Ann Arbor (Ms Funnell)
Diabetes Educ. 2005 Jul-Aug;31(4):513, 515, 518-20. doi: 10.1177/0145721705278947.
Diabetes educators use theories all the time, even if they are not aware of it. To teach, one must have some assumptions about how people learn and what constitutes effective teaching. The purpose of this article is to help diabetes educators interested in research and evaluation choose appropriate theories. The article will review the 4 purposes of theories, that is, description, explanation, prediction, and control, as well as the degree to which a theory has been articulated and elaborated. The importance of a theory's personal resonance, its explanatory power, and its utility will also be examined. The article will also review how to use 1 or more theories at each stage of a research or evaluation project.
糖尿病教育工作者一直在运用各种理论，即便他们并未意识到这一点。要进行教学，就必须对人们如何学习以及什么构成有效教学有一些假设。本文的目的是帮助对研究和评估感兴趣的糖尿病教育工作者选择合适的理论。本文将回顾理论的四个目的，即描述、解释、预测和控制，以及理论已被阐述和细化的程度。还将探讨理论的个人共鸣、解释力及其效用的重要性。本文还将回顾如何在研究或评估项目的每个阶段运用一种或多种理论。
