A Practical Study on Inquiry-Based Teaching in Higher Vocational Basic Nursing Courses from the Perspective of Cultivating Innovative Literacy
DOI:
https://doi.org/10.18063/lne.v3i6.1121Keywords:
Innovative literacy, Inquiry-based teaching, Action researchAbstract
Innovative literacy refers to the process in which individuals with novel thinking and abilities improve and upgrade existing things. It reflects the new standards and expectations put forward by higher vocational basic nursing for young students in order to meet the needs of future society [1]. The current curriculum standards of higher vocational basic nursing not only put forward the goal of cultivating students' core literacy, but also emphasize the adoption of diversified teaching strategies to stimulate students' cooperation and exploration. Based on existing research literature, this study adopts research methods such as action research, questionnaire survey, and interview, and verifies the effectiveness of inquiry-based teaching in cultivating innovative literacy through scale data analysis. The results show that the inquiry-based teaching and related practice processes designed in the study can promote the cultivation of students' innovative literacy.
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