个体认知与行为视角下中医院校预防医学专业本科生隐性逃课现状、特征与归因研究  

Situation,characteristics and attribution analysis of recessive truancy among undergraduates major in preventive medicine in traditional Chinese medicine universities from the perspective of individual cognition and behavior

作　　者：张志刚 刘龙珠 杨阳 史传道 田敏敏 张琼 ZHANG Zhigang;LIU Longzhu;YANG Yang;SHI Chuandao;TIAN Minmin;ZHANG Qiong(Department of Health Toxicology,School of Public Health,Shaanxi University of Chinese Medicine,Xianyang,Shaanxi 712046,China)

机构地区：[1]陕西中医药大学公共卫生学院卫生毒理学教研室,陕西咸阳712046

出　　处：《职业与健康》2025年第5期682-686,共5页Occupation and Health

基　　金：陕西高等教育教学改革研究重点攻关项目(17BG024);2019年陕西中医药大学教育教学改革研究项目(2019jgzx02);教育部高等教育司2019年第二批产学合作协同育人项目(201902322027);2024年度陕西中医药大学研究生质量提升工程项目(JGCX202403)。

摘　　要：目的基于个体认知与行为角度分析中医院校预防医学专业本科生隐性逃课的现状、特征和影响因素,为提高课堂效率提供参考。方法2022年12月—2023年6月,采用整群抽样法选择6所中医药大学预防医学专业10个班级的学生作为研究对象,编制涵盖基本情况、隐性逃课与原因的调查问卷,收集数据资料并进行统计分析。结果隐性逃课发生率为78.26%,男生、高年级、城市、课程重要性和学习意愿一般学生隐性逃课发生率较高,且在不同年级间差异有统计学意义(χ^(2)=11.296,P<0.05)。学业认知、学习习惯、自我调整、课堂认知和学习环境因子评分[M(P_(25),P_(75))]分别为8.50(6.00,21.00)、18.00(16.00,20.00)、23.00(21.00,26.00)、12.00(10.00,15.00)和14.00(12.00,16.00)分,学业认知、学习习惯、自我调整和课堂认知评分在课程重要性间差异均有统计学意义(均P<0.05),学习习惯和自我调整评分在不同学习意愿间差异均有统计学意义(均P<0.05),不同个体因素间学习环境评分差异无统计学意义(P>0.05)。隐性逃课时间以5~<15 min最多(58.70%),主要发生在3~4节(32.13%)和7~8节(26.81%),不同时间段隐性逃课发生率差异无统计学意义(χ^(2)=7.010,P>0.05)。发生隐性逃课的教学环节前3位为理论讲授(50.48%)、播放教学视频(35.02%)和自由讨论(29.47%);隐性逃课的形式主要为发呆(64.01%)和玩手机(59.18%)。隐性逃课主要原因为学生因困倦或心情原因导致精力不能集中(75.85%)、课程兴趣低(30.68%)、教师讲课枯燥无味(65.22%)和教学方法不灵活(43.24%)。Logistic回归分析显示,年级是隐性逃课的危险因素(OR=2.862,95%CI:1.486~5.513)。结论中医院校预防医学专业本科生隐性逃课现象普遍存在,尤其是高年级学生,应进一步加强专业思想教育,提高学生对课程重要性认识,增强学习意愿。Objective To know the situation,characteristics and influencing factors of recessive truancy among undergraduates major in preventive medicine in traditional Chinese medicine(TCM)universities from the perspective of individual cognition and behavior,provide reference for improving classroom efficiency.Methods The students in ten classes specializing in preventive medicine from six TCM universities were selected as research objects using cluster sampling method from December 2022 to June2023,the questionnaire covering the basic situation,recessive truancy and reasons was prepared,then the data were collected and analyzed statistically.Results The incidence of recessive truancy was 78.26%,and that was higher among male students,senior students,urban students,course importance students and students with general intention to learn,and there was a statistically significant difference among different grades(χ^(2)=11.296,P<0.05).The scores[M(P_(25),P_(75))]of academic cognition,learning habits,self-adjustment,classroom cognition and learning environment factors were 8.50(6.00,21.00),18.00(16.00,20.00),23.00(21.00,26.00),12.00(10.00,15.00)and 14.00(12.00,16.00)points,respectively.The scores of academic cognition,learning habit,selfadjustment and classroom cognition had statistical differences in course importance(all P<0.05).The scores of learning habit and self-adjustment had statistical differences in learning willingness(all P<0.05).There was no statistically significant difference in learning environment scores among different individual factors(P>0.05).The time of recessive truancy in 5-<15 minutes was the most(58.70%),mainly occurred in 3-4 periods(32.13%)and 7-8 periods(26.81%),and there was no statistically significant difference in the incidence of recessive truancy among different time periods(χ^(2)=7.010,P>0.05).The top three teaching stages with recessive truancy were theory teaching(50.48%),playing teaching video(35.02%)and free discussion(29.47%),and the main forms of recessive truancy were daze(64.01%)an

关 键 词：中医院校 隐性逃课 发生率 学习意愿 影响因素 

分 类 号：R181.3[医药卫生—流行病学]