中国科学院心理健康重点实验室知识库

目的：探究信息化教学模式对高职高专医学生学习行为的影响。方法：采用成组设计的对照研究方法，对采用不同教学模式的实验组和对照组学习状况（包括学习的自觉性、动机、态度）和学习成绩进行测量，记录规定时间网上学习完成率并与相同人群前一学期相同指标进行比较。结果：实验组和对照组在实施不同教学方法之前学习状况的5个因子均未呈现具统计学意义的差异，经过不同的教学方法之后，信息化教学组（实验组）其学习目的、学习的人际动机和学习现实动机因子分其差异均不具统计学意义，学习自觉性因子和学习态度因子较传统教学组分数提升，且其差异具有统计学意义（p<0.05）。信息化教学组与传统教学组相比，学习成绩的差异不具统计学意义。在量表中以所有学生为基数（n=430）所做的Pearson 相关分析显示F_(1)（自觉性）与其他各因子均呈现了正相关F_(2)（r=-0.350，p=0.000），F_(3)（r=0.326，p=0.000），F_(4)（r=0.324，p=0.000），F_(5)（r=0.384，p=0.000）。实验组网上自主学习准时完成率从第一学期（2017年9月至2018年1月）的“大学生心理健康教育”课程89.22%（207/232）上升到“医学心理学”课程96.33%（223/232），（χ~(2)=11.09，p<0.01），准时完成率提升，其差异具统计学意义。结论：信息化教学模式具有提升学生的学习自觉行为的倾向，与学习态度相关并先于学业成绩改善。

Objective：To explore the influence of informational teaching mode on the learning behaviors of medical students in higher vocational colleges. Method: A group-designed- controlled- study method was used to measure the learning status (including learning consciousness, motivation, attitude) and academic achievement of the experimental group and the control group in different teaching modes, and compared the online learning completion rate at the specified time with what the same group did in the fore semester.
Results: The experimental group and the control group did not show statistically significant differences in the five factors before the implementation of different teaching methods. After different teaching methods, the purpose of learning and the interpersonal learning motivation and learning reality motivation factors of the informational teaching group (experimental group) were not statistically significant. The learning self-consciousness factor and learning attitude factor were higher than the traditional teaching group, and the difference was statistically significant (p<0.05). Compared with the traditional teaching group, the information teaching group has no statistically significant difference in academic performance. Pearson correlation analysis based on all students (n=430) in the scale showed that F1 (consciousness) and other factors showed a positive correlation F2 (r=-0.350, p= 0.000), F3 (r=0.326, p=0.000), F4 (r=0.324, p=0.000), F5 (r=0.384, p=0.000). On-line self-study completion rate of the same people from the first semester (September 2017 to January 2018) "Psychological Health Education for College Students" course 207/232=89.22%, to "Medical Psychology" 223/232=96.33% (2=11.09，p0.01). The on-time completion rate is improved, and the difference is statistically significant. Conclusion: The information-based teaching mode has the tendency to improve students' self-conscious behavior, and it is related to learning attitude and prior to the improvement of academics performance.

天津市教育科学“十三五”规划课题：医学类高职高专院校信息化教学模式教学效果研究——以“大学生心理健康教育”和“医学心理学”为例（编号：VE3111）