《卫生统计学》线上教学效果及学习主动性影响因素探讨

孙娜; 李星慧; 刘启玲; 李向文; 齐宝宁; 张荣强; 史传道

doi:10.16766/j.cnki.issn.1674-4152.002699

《卫生统计学》线上教学效果及学习主动性影响因素探讨

doi: 10.16766/j.cnki.issn.1674-4152.002699

陕西中医药大学公共卫生学院，陕西咸阳 712046

基金项目:

陕西高等教育教学改革研究重点攻关项目 17BG024

陕西中医药大学教育教学改革研究项目 2019jg11

陕西中医药大学2021年度研究生质量提升工程项目 KCJS004

陕西中医药大学2021年一流课程(线下)《卫生统计学》

详细信息

通讯作者:
史传道, E-mail: 282096196@qq.com

中图分类号: R192R195.1
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- 文章访问数: 155
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- 被引次数: 0
出版历程
- 收稿日期: 2021-11-23
- 网络出版日期: 2022-11-30

Discussion on the effect of online teaching and influencing factors of learning initiative of "Health Statistics"

School of Public Health, Shaanxi University of Traditional Chinese Medicine, Xianyang, Shaanxi 712046, China

摘要

摘要: 目的 2020年，新型冠状病毒肺炎疫情席卷全国，线上教学在各个高校全面铺开，本研究调查陕西中医药大学食品卫生与营养学专业《卫生统计学》课程线上教学开展情况，分析学生学习效果及其影响因素，提出相应对策，为后期开展混合式教学改革及提高学生学业水平提供参考。方法采用整群抽样法选择陕西中医药大学2018级食品卫生与营养学专业58名本科生为研究对象，利用自制调查问卷、大学生学习主动性及大学生学业自我效能感量表收集研究对象一般信息、线上教学开展情况、学生学习主动性和学业自我效能等信息。采用SPSS 25.0统计学软件处理数据，学业自我效能感与学习主动性的关系采用简单线性相关分析，学习主动性的影响因素分析采用多元线性回归分析。结果 58名研究对象中，倾向于完全线上授课21人，占36.2%，线上+线下授课31人，占53.4%，线上教学整体满意度达93.4%，学习效果评价认可度达81.0%；是否独生子女、是否考研、是否认可所学专业及不同性别学生学习主动性差异有统计学意义(均P＜0.05)；性别、是否考研、对所学专业的认可度及学业自我效能感为学生学习主动性的影响因素(均P＜0.05)。结论线上教学总体满意度较高，性别、是否考研、对所学专业的认可度及学业自我效能感能够影响学生学习主动性，进而影响学习效果，应采取不同的改革激励措施，以提高学生学习主动性，最终提升学习效果。
- 卫生统计学 /
- 线上教学 /
- 教学效果 /
- 影响因素
Abstract: Objective In 2020, the COVID-19 epidemic has swept across the whole country and online teaching has been fully implemented in various colleges and universities. This study aimed to survey the development of online teaching of the "Health Statistics" course of food hygiene and nutrition in Shaanxi University of Chinese Medicine, analyse the effect of student learning and its influencing factors and propose corresponding countermeasures to provide reference for the later development of mixed teaching reform and improvement of students' academic level. Methods Cluster sampling method was used to select 58 undergraduates majoring in food hygiene and nutrition from Shaanxi University of Chinese Medicine as the research objects. The self-made questionnaire, students' learning initiative and academic self-efficacy scale were used to collect the general information of the research object, the development of online teaching, students' learning initiative and academic self-efficacy. SPSS 25.0 was used to process data. Simple linear correlation analysis was performed to determine the relationship between academic self-efficacy and learning initiative. The influencing factors of learning initiative were analyzed by multiple linear regression analysis. Results Amongst the 58 research subjects, 21 attended completely online teaching, accounting for 36.2%, whilst 31 attended online+offline, accounting for 53.4%. The overall satisfaction of online teaching reached 93.4% and the recognition of learning effect evaluation reached 81.0%. There were significant differences in learning initiative between students of different genders, whether they were the only child or not, whether they took postgraduate entrance examination or not, whether they recognized the major being studied or not (all P < 0.05). Gender, postgraduate entrance examination, recognition of their major being studied and academic self-efficacy were the influencing factors of students' learning initiative (all P < 0.05). Conclusion The overall satisfaction of online teaching is relatively high. Regardless of being an only child, gender, postgraduate entrance examination, recognition of the major being studied and academic self-efficacy could affect students' learning initiative, which, in turn, affects the learning effect. Different reform and incentive measures should be adopted to improve students' learning initiative and ultimately enhance the learning effect.
- Health statistics /
- Online teaching /
- Teaching effect /
- Influencing factors

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图 1 影响在线学习效果的主要因素

Figure 1. The main factors affecting the effect of online learning

下载: 全尺寸图片幻灯片

表 1 学生对线上教学效果评价[人(%)]

Table 1. Students' evaluation of the effectiveness of online teaching [cases(%)]

项目	非常满意	满意	一般	不满意
教师授课态度认真负责	27(46.6)	28(48.3)	3(5.1)	0
教师教学设计和教学实施过程	19(32.8)	36(62.1)	3(5.1)	0
授课过程重点突出、讲授熟练	23(39.7)	31(53.5)	4(6.8)	0
师生互动较好	23(39.7)	31(53.5)	4(6.8)	0
线上教学技术掌握较好	18(31.0)	35(60.3)	5(8.7)	0
合计	110(37.9)	161(55.5)	19(6.6)	0

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表 2 学生对线上学习效果评价[人(%)]

Table 2. Students' evaluation of the effectiveness of online learning [cases(%)]

项目	非常认同	基本认同	一般	不认同
形式便捷，不受时空限制	19(32.8)	31(53.5)	6(10.3)	2(3.4)
提升学习自主性	16(27.6)	31(53.5)	10(17.2)	1(1.7)
可以反复回看	14(24.2)	33(56.9)	10(17.2)	1(1.7)
师生互动更便捷	13(22.5)	34(58.6)	9(15.5)	2(3.4)
能够达到学习目标	14(24.2)	30(51.7)	10(17.2)	4(6.9)
合计	76(26.2)	159(54.8)	45(15.5)	10(3.5)

下载: 导出CSV

表 3 学习主动性的影响因素分析(x ±s, 分)

Table 3. Analysis of the influencing factors of learning initiative(x ±s, points)

项目	类别	学习主动性	t值	P值
性别	男性	43.69±6.62	2.156	0.035
	女性	48.06±7.16
是否独生子女	是	43.89±7.07	2.059	0.044
	否	48.42±5.44
是否考研	是	45.84±6.89	2.517	0.015
	否	40.00±5.33
专业认可度	认可	46.08±6.23	2.197	0.032
	不认可	40.43±7.55
是否学生干部	是	47.27±7.95	1.300	0.199
	否	44.26±6.69

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表 4 学业自我效能感与学习主动性的相关分析结果(r值)

Table 4. Results of correlation analysis between academic self-efficacy and learning initiative(r value)

项目	学业能力效能感	学业行为效能感	学业自我效能感
学习情感性	0.734^a	0.710^a	0.809^a
学习互动性	0.590^a	0.457^a	0.596^a
学习自控性	0.104	0.039	0.592^a
学习自觉性	0.501^a	0.514^a	0.788^a
学习主动性	0.669^a	0.603^a	0.678^a
注：^aP < 0.05。

下载: 导出CSV

表 5 学习主动性影响因素的多元线性回归分析

Table 5. Multiple linear regression analysis of influencing factors of learning initiative

变量	B	SE	β	t值	P值
性别	-4.002	1.794	-0.263	-2.231	0.030
是否独生子女	-0.308	1.983	-0.018	-0.155	0.877
是否考研	-5.289	2.119	-0.300	-2.496	0.016
专业认可度	-5.296	2.491	-0.259	-2.126	0.038
学业自我效能感	0.154	0.067	0.266	2.284	0.026

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