Ridley Renee T
Murray State University, Department of Nursing, Murray, Kentucky 42071, USA.
J Nurs Educ. 2007 May;46(5):203-9. doi: 10.3928/01484834-20070501-03.
Interactive teaching is conceptually analyzed using the strategies of Walker and Avant to promote a common understanding of interactive teaching and to clearly explicate interactive teaching characteristics that will foster the construct validity of using interactive teaching in pedagogical research. In doing so, nurse researchers will be able to better understand and integrate interactive teaching into their research protocols, ultimately providing evidence for educators to use in determining the most effective teaching methods to incorporate into curricula. Interactive teaching is defined and examined using relevant sources; related concepts are analyzed and compared with these definitions. Antecedents, critical attributes, and consequences of interactive teaching are identified and applied in model, borderline, and contrary cases. Concluding remarks and suggestions are presented.
运用沃克和阿凡特的策略对互动式教学进行概念分析，以促进对互动式教学的共同理解，并清晰阐释互动式教学的特点，这些特点将有助于提高互动式教学在教学研究中的建构效度。这样一来，护理研究人员将能够更好地理解互动式教学并将其纳入研究方案，最终为教育工作者提供证据，以便他们确定最有效的教学方法并纳入课程。利用相关资料对互动式教学进行定义和审视；分析相关概念并与这些定义进行比较。确定互动式教学的前因、关键属性和后果，并应用于典型案例、临界案例和相反案例。最后给出结论和建议。
