医高专文理科学生学习能力差异性调查及对策研究
发布时间：2018-09-01 09:35
【摘要】：培养学生学习能力及树立终身学习观念已成为学校教育改革的一个重要目标。本文以寻求本校部分专业文理兼招学生的学习能力的差异性，探讨文理科学生的学习能力问卷调查各项的差异性和文理科学生在基础医学主干课学习效果的差异性。结合文、理学生的特点，在教学方式、培养方式等方面提出研究对策。能够给医学院校促进学生学习能力建设工作提供重要的参考，对提高医学院校文理科学生终身学习的意识，提高学习质量具有重要意义。实现医护人员自身可持续发展，实现整个社会的可持续发展。 对象与方法： 对象：长春医学高等专科学校(以下简称为医高专)全日制文理兼招专业的学生。 方法： 1.本研究以问卷的方式进行现况调查，，采用林国耀编制的“大学生学习能力量表”，结合本校的实际情况及研究范畴对此问卷第一部分基本情况进行改编，第二部分的问卷部分无变化。 2.文理科学生基础医学主干课学习效果分析。 结果： 1.文理科学生学习能力的性别、年级差异无统计学意义（P0.05）。文理科学生的知识获得与应用能力差异、学习过程自我监控学习能力差异、学习资源管理与应用能力差异、学习能力总分差异无统计学意义（P0.05）。 2.不同专业的文科生和理科生的学习能力差异显著（P 0.05）。医学专业的文科生和理科生的学习能力差异显著（P 0.05）。护理专业的文科生和理科生的学习能力差异不显著（P0.05）。 3.非学生干部及学生干部的文理科学生学习能力差异不显著（P0.05）。不同地区来源的的文理科学生的学习能力差异不显著（P0.05）。高出录取分数线的文理科学生的学习能力及刚过录取分数线的文理科学生的学习能力差异不显著（P0.05）。补录的文理科学生的学习能力差异显著（P 0.05）。家长不同的文化程度对文理科学生的学习能力影响差异不显著（P0.05）。 4.文科生非学生干部与学生干部的学习能力无统计学意义（P0.05）。文科生的地区来源不同对学习能力无统计学意义（P0.05）。 5.理科生的非学生干部与学生干部的学习能力有统计学意义（P 0.05）。地区来源不同的理科生学习能力有统计学意义（P 0.05），来自市城区与郊区的城镇及来自郊区的城镇与郊区的农村的理科生学习能力均差异显著（P0.05），而来自市城区与郊区的农村的理科生学习能力差异不显著（P0.05）。对入学成绩不同的理科生学习能力分析结果有统计学意义（P 0.05），高出录取分数线很多与刚过录取分数线及刚过与补录生均差异显著（P 0.05），而高出录取分数线与补录生中的理科生学习能力差异不显著（P0.05） 6.不同专业文理科学生基础医学主干课成绩分析。护理、护理（英语加强）专业，文理科学生之间各科基础医学主干课成绩差异均没有统计学意义（P0.05）。医学专业，文理科学生之间各科基础医学主干课成绩中组织胚胎学成绩、病原生物学与免疫学成绩差异具有统计学意义（P 0.05）。 7.不同年级文理科学生基础医学主干课成绩分析。大一文理科学生之间的基础医学主干课中的组织胚胎学成绩差异具有统计学意义（P 0.05）其他五科文理科学生之间各科成绩差异均没有统计学意义（P0.05）。大二文理科学生之间的基础医学主干课各科成绩差异均没有统计学意义（P0.05）。 8.不同课程文理科学生成绩分析。文理科学生之间各科基础医学主干课成绩差异均没有统计学意义（P0.05）。 结论： 1.医高专文理科学生的学习能力在性别、学生干部与否、不同地区来源、父母文化程度、年级、入学成绩高出录取分数线很多、入学成绩刚过录取分数线、知识获得与应用能力、学习过程自我监控学习能力、学习资源管理与应用能力、学习能力的总分上均无差异。 2.医高专文科生与理科生的学习能力普遍不高，处于中等偏下水平。 3.医高专医学专业理科生的学习能力比文科生高；医学专业理科生的学习成绩一定程度上比文科生高。 4.医高专补录生中，理科生的学习能力比文科生的学习能力高。 5.医高专理科生的学习能力与担任学生干部呈正相关；理科生的学习能力与其来源地呈正相关；理科生的学习能力与高考成绩呈正相关。
[Abstract]:To cultivate students'learning ability and establish the concept of lifelong learning has become an important goal of school education reform. This paper aims to explore the differences in the learning ability of some students majoring in Arts and science and to explore the differences in the questionnaire survey of students' learning ability and the learning effect of students majoring in Arts and Science in the main courses of basic medicine. Combining with the characteristics of students of Arts and sciences, this paper puts forward some research countermeasures in the aspects of teaching methods and training methods. It can provide important reference for promoting students'learning ability construction in medical colleges and universities. It is of great significance to enhance the awareness of life-long learning of students of Arts and Sciences in medical colleges and improve the quality of learning. Sustained development to achieve sustainable development of the whole society.
Objects and methods:
PARTICIPANTS: Full-time students majoring in both arts and Science in Changchun Medical College (hereinafter referred to as Medical College).
Method:
1. The present study conducted a questionnaire survey, using the "College Students'Learning Ability Scale" compiled by Lin Guoyao, combined with the actual situation of the University and the scope of the study, the first part of the questionnaire was adapted, the second part of the questionnaire was unchanged.
2. analysis of the learning effect of basic medicine major courses for arts students.
Result:
1. There was no significant difference between genders and grades in the learning ability of liberal arts and sciences students (P 0.05). There was no significant difference in the total score of learning ability between liberal arts and sciences students (P 0.05).
2. There was significant difference in learning ability between liberal arts students and science students of different majors (P 0.05). There was significant difference in learning ability between medical liberal arts students and science students (P 0.05). There was no significant difference in learning ability between nursing liberal arts students and science students (P 0.05).
3. There was no significant difference in learning ability between non-student cadres and student cadres (P 0.05). There was no significant difference in learning ability between liberal arts and sciences students from different regions (P 0.05). There was no significant difference in learning ability between liberal arts and sciences students who were higher than the admission score line and those who had just passed the admission score line (P 0.05). There was a significant difference in the learning ability of the recorded liberal arts students (P 0.05). There was no significant difference in the influence of parents'different educational levels on the learning ability of liberal arts students (P 0.05).
4. There was no significant difference in learning ability between non-student cadres and student cadres of liberal arts students (P 0.05).
5. The learning ability of non-student cadres and student cadres of science students was statistically significant (P 0.05). The learning ability of science students from different regions was statistically significant (P 0.05). The learning ability of science students from urban and suburban towns and from suburban towns and rural areas was significantly different (P 0.05). There was no significant difference in learning ability between rural science students in suburban areas (P 0.05). There was statistical significance in the analysis of learning ability of science students with different entrance grades (P 0.05). There was no significant difference in ability (P0.05).
6. Analysis of the scores of the main courses of basic medicine for students majoring in Arts and sciences. There was no significant difference in the scores of the main courses of basic medicine among students majoring in nursing, nursing and arts and Sciences (P 0.05). The difference in immunology scores was statistically significant (P 0.05).
7. Analysis of the results of the main courses of basic medicine for liberal arts and sciences students of different grades. The difference of histology and Embryology scores between liberal arts and Sciences freshmen was statistically significant (P 0.05). There was no significant difference among the other five arts and sciences students (P 0.05). There was no significant difference in the scores of major subjects in all subjects (P0.05).
8. Analysis of the scores of liberal arts and sciences students in different courses. There was no significant difference between liberal arts and sciences students in the main courses of basic medicine (P 0.05).
Conclusion:
1. The study ability of medical college students in Arts and Sciences is in gender, student cadres or not, different regional sources, parents'educational level, grade, entrance scores are much higher than the admission score line, entrance scores have just passed the admission score line, knowledge acquisition and application ability, learning process self-monitoring learning ability, learning resource management and application ability, learning ability. There is no difference in the total score of force.
2. the learning ability of liberal arts students and science students is generally not high, and it is below the middle level.
3. The study ability of medical science students is higher than that of liberal arts students, and the academic achievement of medical science students is higher than that of liberal arts students to some extent.
4. in medical college students, the learning ability of science students is higher than that of liberal arts students.
5. The learning ability of science students in medical colleges is positively correlated with their cadres; the learning ability of science students is positively correlated with their places of origin; and the learning ability of science students is positively correlated with the scores of college entrance examination.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642.4;R-4
本文编号：2216789
[Abstract]:To cultivate students'learning ability and establish the concept of lifelong learning has become an important goal of school education reform. This paper aims to explore the differences in the learning ability of some students majoring in Arts and science and to explore the differences in the questionnaire survey of students' learning ability and the learning effect of students majoring in Arts and Science in the main courses of basic medicine. Combining with the characteristics of students of Arts and sciences, this paper puts forward some research countermeasures in the aspects of teaching methods and training methods. It can provide important reference for promoting students'learning ability construction in medical colleges and universities. It is of great significance to enhance the awareness of life-long learning of students of Arts and Sciences in medical colleges and improve the quality of learning. Sustained development to achieve sustainable development of the whole society.
Objects and methods:
PARTICIPANTS: Full-time students majoring in both arts and Science in Changchun Medical College (hereinafter referred to as Medical College).
Method:
1. The present study conducted a questionnaire survey, using the "College Students'Learning Ability Scale" compiled by Lin Guoyao, combined with the actual situation of the University and the scope of the study, the first part of the questionnaire was adapted, the second part of the questionnaire was unchanged.
2. analysis of the learning effect of basic medicine major courses for arts students.
Result:
1. There was no significant difference between genders and grades in the learning ability of liberal arts and sciences students (P 0.05). There was no significant difference in the total score of learning ability between liberal arts and sciences students (P 0.05).
2. There was significant difference in learning ability between liberal arts students and science students of different majors (P 0.05). There was significant difference in learning ability between medical liberal arts students and science students (P 0.05). There was no significant difference in learning ability between nursing liberal arts students and science students (P 0.05).
3. There was no significant difference in learning ability between non-student cadres and student cadres (P 0.05). There was no significant difference in learning ability between liberal arts and sciences students from different regions (P 0.05). There was no significant difference in learning ability between liberal arts and sciences students who were higher than the admission score line and those who had just passed the admission score line (P 0.05). There was a significant difference in the learning ability of the recorded liberal arts students (P 0.05). There was no significant difference in the influence of parents'different educational levels on the learning ability of liberal arts students (P 0.05).
4. There was no significant difference in learning ability between non-student cadres and student cadres of liberal arts students (P 0.05).
5. The learning ability of non-student cadres and student cadres of science students was statistically significant (P 0.05). The learning ability of science students from different regions was statistically significant (P 0.05). The learning ability of science students from urban and suburban towns and from suburban towns and rural areas was significantly different (P 0.05). There was no significant difference in learning ability between rural science students in suburban areas (P 0.05). There was statistical significance in the analysis of learning ability of science students with different entrance grades (P 0.05). There was no significant difference in ability (P0.05).
6. Analysis of the scores of the main courses of basic medicine for students majoring in Arts and sciences. There was no significant difference in the scores of the main courses of basic medicine among students majoring in nursing, nursing and arts and Sciences (P 0.05). The difference in immunology scores was statistically significant (P 0.05).
7. Analysis of the results of the main courses of basic medicine for liberal arts and sciences students of different grades. The difference of histology and Embryology scores between liberal arts and Sciences freshmen was statistically significant (P 0.05). There was no significant difference among the other five arts and sciences students (P 0.05). There was no significant difference in the scores of major subjects in all subjects (P0.05).
8. Analysis of the scores of liberal arts and sciences students in different courses. There was no significant difference between liberal arts and sciences students in the main courses of basic medicine (P 0.05).
Conclusion:
1. The study ability of medical college students in Arts and Sciences is in gender, student cadres or not, different regional sources, parents'educational level, grade, entrance scores are much higher than the admission score line, entrance scores have just passed the admission score line, knowledge acquisition and application ability, learning process self-monitoring learning ability, learning resource management and application ability, learning ability. There is no difference in the total score of force.
2. the learning ability of liberal arts students and science students is generally not high, and it is below the middle level.
3. The study ability of medical science students is higher than that of liberal arts students, and the academic achievement of medical science students is higher than that of liberal arts students to some extent.
4. in medical college students, the learning ability of science students is higher than that of liberal arts students.
5. The learning ability of science students in medical colleges is positively correlated with their cadres; the learning ability of science students is positively correlated with their places of origin; and the learning ability of science students is positively correlated with the scores of college entrance examination.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642.4;R-4
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