Construction and application of a blended teaching model based on a knowledge graph for the <italic style="font-style: italic">Gerontological Nursing </italic>course

Meng Lina; Bai Haixin; Lü Yumei; Zhang Jiayuan; Yang Nan; Wang Yuelin; Guan Qing

doi:10.3760/cma.j.cn116021-20251128-02254

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Construction and application of a blended teaching model based on a knowledge graph for the Gerontological Nursing course

Digital Intelligence Nursing Education Column | 更新时间：2026-06-17

- Construction and application of a blended teaching model based on a knowledge graph for the Gerontological Nursing course
- Chinese Journal of Medical Education Research Vol. 25, Issue 5, Pages: 535-542(2026)
- 作者机构：
  
  1.哈尔滨医科大学大庆校区，大庆 163319
  2.大庆市中医医院神经外科，大庆 163311
  3.黑龙江超星信息技术有限公司，哈尔滨 150028
- 作者简介：
  
  Guan Qing, Email: 306017232@qq.com
- 基金信息：
  
  General Project of Teaching Reform and Research in Higher Education of Heilongjiang Province(SJGYB2024268);Medical Education Research Project of the Medical Education Branch of the Chinese Medical Association(2020B-N11225);Philosophy and Social Science Youth Project in Heilongjiang Province(21RKC212);Planned Project for Educational Science of Heilongjiang Province(GJB1421281)
- DOI：10.3760/cma.j.cn116021-20251128-02254
  CLC： R47
- Received：28 November 2025，
  
  Published：20 May 2026
- 稿件说明：
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孟丽娜, 白海昕, 吕雨梅, 等. 基于知识图谱的《老年护理学》混合式教学模式构建与应用研究[J]. 中华医学教育探索杂志, 2026, 25(5): 535-542.

Meng Lina, Bai Haixin, Lü Yumei, et al. Construction and application of a blended teaching model based on a knowledge graph for the Gerontological Nursing course[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 535-542. DOI: 10.3760/cma.j.cn116021-20251128-02254.
孟丽娜, 白海昕, 吕雨梅, 等. 基于知识图谱的《老年护理学》混合式教学模式构建与应用研究[J]. 中华医学教育探索杂志, 2026, 25(5): 535-542. DOI： 10.3760/cma.j.cn116021-20251128-02254.

Meng Lina, Bai Haixin, Lü Yumei, et al. Construction and application of a blended teaching model based on a knowledge graph for the Gerontological Nursing course[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 535-542. DOI: 10.3760/cma.j.cn116021-20251128-02254. DOI：

摘要

目的

构建基于知识图谱的《老年护理学》混合式教学模式，并验证其应用效果。

方法

采用非随机分组方法，将2023级102名护理学本科生设为试验组，以ICAP［即交互、建构、主动和被动（interactive，constructive，active，passive）］学习方式分类框架为理论指导，依托超星学银在线平台开展基于知识图谱的混合式教学；将2022级110名护理学本科生设为对照组，采用传统教学方式。课程结束后，比较2组课程成绩、学习态度及试验组的教学满意度。运用SPSS 27.0对计量资料和计数资料进行描述性统计，采用两独立样本

检验比较2组学生的学习成绩和学习态度。

结果

试验组理论成绩（80.76±8.61）、项目成绩（84.17±11.03）、形成性评价（17.04±1.60）和总成绩（82.33±6.15）得分均显著高于对照组（76.98±8.84、77.23±10.80、14.91±2.19、76.54±5.11），差异均具有统计学意义（

0.05）；课堂参与度（62.49±6.63）、深度学习水平（69.54±12.06）得分也显著优于对照组

（56.65±10.40、60.66±9.41），差异均具有统计学意义（

0.05）；试验组92.16%的学生（94人）对基于知识图谱的混合式教学感到满意。

结论

基于知识图谱的混合式教学模式能有效提升《老年护理学》的教学成效，促进学生课堂参与和深度学习。

Abstract

Objective

To construct a blended teaching model based on a knowledge graph for the

Gerontological Nursing

course and verify its application effectiveness.

Methods

Using a non-randomized grouping method

102 undergraduate nursing students enrolled in 2023 were assigned to the experimental group. Guided by the interactive

constructive

active

passive (ICAP) framework for learning engagement

this group received blended teaching based on a knowledge graph via the Xueyin Online platform (Chaoxing). The 110 students enrolled in 2022 served as the control group and received traditional teaching. After the course

the two groups were compared for course scores and learning attitudes

and teaching satisfaction was assessed for the experimental group. SPSS 27.0 was used for descriptive statistics of continuous and categorical data. Independent samples

-tests were used to compare academic performance and learning attitudes between the two groups.

Results

The experimental group achieved significantly higher theoretical score (80.76±8.61)

project score (84.17±11.03)

formative assessment score (17.04±1.60)

and total score (82.33±6.15) than those of the control group (76.98±8.84

77.23±10.80

14.91±2.19

and 76.54±5.11)

and all differences were statistically significant (

0.05). Additionally

the experimental group demonstrated significantly better classroom participation (62.49±6.63) and deep learning level (69.54±12.06) than those of the control group (56.65±10.40 and 60.66±9.41)

and both differences were statistically significant (

0.05). Moreover

92.16% of students in the experimental group expressed sat

isfaction with the knowledge graph-based blended teaching.

Conclusions

The knowledge graph-based blended teaching model effectively enhanced the teaching outcomes of the

Gerontological Nursing

course

promoted student classroom participation

and fostered deep learning.

关键词

Keywords

references

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Construction and application of a blended teaching model based on a knowledge graph for the Gerontological Nursing course

DOI：10.3760/cma.j.cn116021-20251128-02254

摘要

Abstract

关键词

Keywords

references