摘要
目的:通过对某高校口腔医学生的自主学习现状以及"口腔医学导论"课开展前后的状况比较,分析研究"口腔医学导论"课对口腔医学本科生专业自主学习能力及主动性的作用影响,最终获得引导学生加强专业自主学习的有效途径。方法:在某医学院校,采用问卷调查的形式,对在校全体口腔医学生进行自主学习状况调查,增设"口腔医学导论"课程,对课程开展前后的自主学习状况进行问卷调查研究,并对调查结果进行统计分析。结果:调查统计结果显示,学生的专业自主学习平均时间随着年级的增加而递增;"口腔医学导论"开设后,学生的专业自主学习时间平均每天增加18.4分钟,课外进行专业自主学习的主动性显著增加,主要的学习途径除了阅读教科书、期刊外以网络学习为主,包括百度、谷歌搜索,校数字化图书馆等。结论":口腔医学导论"课的开设有助于提高口腔医学生专业自主学习能力及主动性,有助于提升学生对口腔医学专业的理解和热爱。
Objective： Evaluating the status of stomatology students＇ professional autonomous learning ability and comparing it before and after the development of the stomatology introduction course to find an effective way to strengthen the professional autonomous learning ability of stomatology students in one medical university. Methods： The authors carried on investigation of autonomous learning condition among all the stomatology students in one medical university using special designed questionnaire and also compared the situation of students＇ professional autonomous learning status before and after the stomatology introduction course. The results are statistically analyzed. Result：The statistical results show that the average students＇ professional autonomous learning time increased along with the increasing of the grade. After stomatology introduction course, the students＇ professional autonomous learning time increased 18.4 minutes. The main approaches include not only textbooks, journals and publications, but also surfing the internet, such as Baidu, Google, school digital library, and so on. Conclusion： Stomatology intro- duction course helps to improve stomatology students＇ professional autonomous learning ability and initiative, and is also helpful to improve the understanding of the major of stomatology.
出处
《科教文汇》
2013年第3期54-55,共2页
Journal of Science and Education
基金
浙江中医药大学校级教育教学改革项目(11040)
关键词
“口腔医学导论”口腔医学
自主学习
问卷调查
stomatology introduction course
stomatology
self- regulated learning
questionnaire
