高职院校卫生统计学网络教学学情分析及教学 策略探讨  

Analysis of Learning Conditions and Teaching Strategies of Health Statistics Network Teaching in Higher Vocational Schools

作　　者：李春玉[1] 潘曙东[1] 周静[1] LI Chunyu;PAN Shudong;ZHOU Jing(Changzhou Health Vocational and Technical School,Changzhou,Jiangsu Province,213002 China)

机构地区：[1]常州卫生高等职业技术学校,江苏常州213002

出　　处：《中国卫生产业》2021年第17期21-24,29,共5页China Health Industry

基　　金：2018年度常州卫生高等职业技术学校科技项目课题(CW201809)。

摘　　要：目的了解学生学习卫生统计学网络课程具备的条件、学习习惯、学习意愿和影响因素,以制定教学策略。方法对137名在校生和50名继教生共187人进行网络问卷调查。结果在校生和继教生均愿意接受手机学习,网络学习的频率为1~2次/周,每个知识点10 min,每次学习总时长0.5 h左右比较容易接受。在校生和继教生学习习惯有差异。多因素Logistic回归分析显示网络学习频率(OR=4.238,95%CI=1.062~16.906)、每次网络学习时长(OR=2.765,95%CI=1.172~6.522)是成绩及格与否的影响因素。结论卫生统计学网络课程结合课堂教学,合理安排学习时间和频率,应会取得较好学习效果。Objective Understand the conditions,learning habits,willingness to learn and influencing factors for students to learn health statistics online courses,in order to develop teaching strategies.Methods A network questionnaire survey was conducted among 137 students and 50 follow-up students,a total of 187 students.Results Both the school students and the continuing education students are willing to accept mobile phone learning.The frequency of online learning is 1-2 times/week,each knowledge point is 10 min,and the total time of each learning is about 0.5 h.It is easier to accept.There is a difference in learning habits between school students and follow-up students.Multi-factor logistic regression analysis showed that the frequency of online learning(OR=4.238,95%CI=1.062-16.906)and the length of each online learning(OR=2.765,95%CI=1.172-6.522)are the factors that affect the passing score.Conclusion Combining the health statistics network course with classroom teaching,reasonably arranging the learning time and frequency,it should achieve better learning results.

关 键 词：网络课程 卫生统计学 学情分析 LOGISTIC回归分析 

分 类 号：R7[医药卫生—临床医学]