医学院校新生学习适应性自我调整状况的调查研究

The investigation about the self adjustment of learning adaptability of freshmen in medical college

目的调查医学院校新生学习适应性自我调整状况，为更加合理有效地开展教育教学改革提供相关的理论依据和数据支持。方法采用大学生学习适应性量表（undergraduates’learninga．daptabilityinventory，ULAI）分别对某医学院校新生入学初期及入学1年后的学习适应性情况进行测量，进而探讨医学院校新生学习适应性的自我调整情况。结果经过在校1年的学习，医学院校新生在学习适应性量表的学习动机、教学模式、学习能力、学习态度及环境因素5个维度及适应性总分得分均明显高于入学初期，而且在学习动机、学习能力及适应性总分方面差异具有统计学意义（P〈0．05）；在性别方面，男生在学习适应性量表的学习动机、教学模式、学习能力、学习态度及环境因素5个维度及适应性总分得分均明显高于入学初期，但差异均无统计学意义（P〉0．05）；女生在学习适应性量表的学习动机、教学模式、学习能力、学习态度及环境因素5个维度及适应性总分得分也均明显高于入学初期，而且在学习动机、学习能力及适应性总分方面差异具有统计学意义（P〈0．05）；在专业方面，各专业新生在学习适应性量表的学习动机、教学模式、学习能力、学习态度及环境因素5个维度及适应性总分得分均普遍高于入学初期，但不同专业新生之间学习适应性的调整情况仍有一定差异。结论通过在校1年的学习，医学院校新生可在一定程度上提升自身的学习适应性。但不同专业新生之间学习适应性的提升情况仍存在一定的差异，需根据专业设置及课程设置有针对性地开展相关教育教学改革。

Objective To investigate the self adjustment of learning adaptability of freshmen in medi- cal college, to provide relevant theoretical basis and data support for the more reasonable and effective devel- opment of education and teaching reform. Methods Using ULAI to measure the learning adaptability of fresh- men 1 years after admission, to explore the self adjustment of learning adaptability. Results After 1 year study in medical college, all the 5 factor score and total score of ULAI of freshmen were all higher than those in the primary school, and the differences in learning motivation, learning ability and total score of ULAI has statistically significant （P 〈 0. 05 ）. In gender, both male and female freshmen has higher score of 5 factor score and total score of ULAI than those in the primary school, but only the differences of male freshmen in learning motivation, learning ability and total score of ULAI has statistically significant （ P 〈 0. 05 ）. In profes- sion, all the freshmen has higher score of 5 factor score and total score of ULAI than those in the primary school, there are still some differences in the adjustment of learning adaptability between different profes- sions. Conclusions After 1 year study in medical college, the freshmen can improve their learning adaptabili-ty to a certain extent. However, there are still some differences in learning adaptability between different pro- fessional freshmen, the relevant education teaching reform should be carried out according to the professional setting and curriculum setting.