Research on the application of situational leadership in traditional Chinese medicine aesthetics technology teaching
基于情境领导的中医美容技术教学应用研究

摘要

目的 探究将基于情境领导的教学模式应用于中医美容技术教学中的效果。方法 选取本院2021级大专美容专业学生40名为研究对象，以随机对照法分成实验组和对照组各20名学生，实验组采用情境领导教学法带教，对照组采用传统教学模式带教，完成教学任务后，对比两组学生的理论知识考试成绩、专业技能掌握能力等教学满意度评价。结果 实验组学生理论知识考试成绩及专业技能掌握成绩均明显优于对照组，对比差异有统计学意义（P＜0.05）；结业前，两组学生的拖延问卷得分无明显统计学差异（P＞0.05），教学完成结业后，实验组学生的拖延评分明显低于对照组，具有统计学差异（P＜0.05）；比较两组同学的教学满意度评价：实验组对教学总满意度明显高于对照组，对比差异有统计学意义（P＜0.05）。结论 将情境领导教学法应用于中医美容技术教学中的教学效果显著，有助于学生对理论知识及专业技能的掌握，也更容易被学生接受，值得临床教学推广应用。

Abstract

Objective: To explore the effectiveness of applying the situational leadership teaching model to the teaching of traditional Chinese medicine beauty techniques. Method: Forty college students majoring in beauty in our college in 2021 were selected as the research subjects. They were randomly divided into an experimental group and a control group, with 20 students in each group. The experimental group was taught using situational leadership teaching method, while the control group was taught using traditional teaching mode. After completing the teaching tasks, the theoretical knowledge exam scores, professional skills mastery ability, and other teaching satisfaction evaluations of the two groups of students were compared. Result: The theoretical knowledge exam scores and professional skills mastery scores of the experimental group students were significantly better than those of the control group, and the difference was statistically significant (P<0.05); Before graduation, there was no significant statistical difference in the procrastination questionnaire scores between the two groups of students (P>0.05). After completing teaching, the procrastination scores of the experimental group of students were significantly lower than those of the control group, indicating a statistical difference (P<0.05); Comparison of teaching satisfaction evaluations between two groups of students: The experimental group showed significantly higher overall satisfaction with teaching compared to the control group, with a statistically significant difference (P<0.05).
Conclusion  : The application of situational leadership teaching method in the teaching of traditional Chinese medicine beauty technology has a significant teaching effect, which helps students master theoretical knowledge and professional skills, and is more easily accepted by students. It is worth promoting and applying in clinical teaching.