医学院校新生自主学习状况调查  

The Investigate about the self-regulated learning of freshmen in medical colleges

作　　者：杨晨[1] Yang Chen(Jining Medical University,Jining 272067,Shandong,China)

机构地区：[1]济宁医学院,山东济宁272067

出　　处：《中国高等医学教育》2022年第11期57-58,共2页China Higher Medical Education

基　　金：2021年济宁医学院大学生创新训练计划项目:医学生自主学习现状调查及提升策略研究(cx2021151)。

摘　　要：目的:调查医学院校新生自主学习状况,为今后开展教育教学改革提供相关参考依据。方法:采用大学生自主学习量表对某医学院校1840名医学院校新生的自主学习现状进行调查。结果:医学专业新生在学习动机的内在目标、学习意义及学习焦虑3个因子得分高于非医学专业新生,在自我效能、学习控制及外在目标3个因子得分低于非医学专业新生,且在我效能及学习意义2个因子得分差异有显著性(P<0.05);医学专业新生在学习策略的一般方法、学习计划及学习管理3个因子得分高于非医学专业新生,在学习求助、学习总结及学习评价3个因子得分低于非医学专业新生,且在学习求助、学习总结及学习评价3个因子得分差异有显著性(P<0.05)。结论:医学院校不同专业新生的自主学习状况存在较大差异。Objective: Investigate the self-learning status of freshmen in medical colleges, provide relevant evidence for the education and teaching reforms in the future. Methods: Using self-regulated learning scale for college students to investigate the self-regulated learning status of 1840 medical students in a medical college. Results: The factor score in inner goal, learning significance and learning anxiety of medical freshman were all higher than these of non-medical freshman, the factor score in self-efficacy, learning control and external goal were all lower than these of non-medical freshman, and the differences in self-efficacy and learning significance has statistically significant(P<0.05). The factor score in general method, learning plan and learning management of medical freshman were all higher than these of non-medical freshman, the factor score in learn for help, learning summarize and learning evaluation were all lower than these of non-medical freshman, and the differences in learn for help, learning summarize and learning evaluation has statistically significant(P<0.05). Conclusion: There are great differences in the self-regulated learning status of freshmen in medical colleges in different gender.

关 键 词：医学院校 新生 自主学习 状况 

分 类 号：G465[文化科学—教育学]