摘要
目的了解八年制口腔医学生临床课程阶段学习动机的特点,探索有效提高学生学习动机和学业成绩的方法。方法通过观察、访谈和问卷调查的方式对2004级41名八年制口腔医学生临床课程阶段学习动机特点进行定性研究。结果八年制口腔医学生课堂学习动机与教师的行为密切相关,授课内容重复、授课方式单一、多媒体质量不佳都会降低学生的学习动机;学生学业成绩与学习动机,特别是兴趣密切相关。学业成绩好坏与学生兴趣密切相关,而在归因和自我效能感方面无明显区别;学生自我效能感和归因存在性别差异。女生的自我效能感较男生弱,并且在归因上更倾向于不可控因素。结论临床课程阶段的教学工作可以从调整授课内容和方式,让学生认识学习的重要性,适度干预学生,增强学生的自我效能感。
Objective To describe the characteristics of study motivation of stomatology students （8 - year pro- gram） in learning clinical medicine courses, and to explore the way to improve the study motivation and the academic a- chievement. Methods 41 students in grade three enrolling in 2004 who majored in stomatology （8 -year program） were surveyed with observation, interviews and self-administered anonymous questionnaires. Results The students＇ motivation was closely related to teachers＇ performance in class. Repeated content of class, dull pedagogy and poor multimedia all de- creased the motivation of students. The participants＇ learning scores were related to the study motivation, especially to the interest. The self-efficacy and attribution were not obviously different among the students with different learning achieve- ment, but had significant difference between male and female, females＇ self-efficacy was weaker than males＇ , and had the trend to attribute to the uncontrollable factors. Conclusion Teachers should improve the students＇ motivation and aca- demic achievement by adjusting the content and style of teaching, explaining the meaning of the clinical courses, intervent- ing the students properly, and enhancing the students＇ self-effect.
出处
《中国健康教育》
2009年第5期378-380,共3页
Chinese Journal of Health Education
关键词
口腔专业学生
学习动机
临床医学课程
定性研究
Stomatology student
Motivation
Clinical medicine courses
Qualitative research
