大学生对网络资源共享专业课程认知、知晓和利用的现况调查

The investigation and analysis of college students＇ awareness, cognition and usage of shared courses on the internet

目的了解学生对新疆医科大学84门网络资源共享专业课程的认知和利用现况及民族和专业差异。方法通过立意抽样方法抽取我校2015级医学相关专业26个班级共计1448名学生进行问卷调查，调查不同专业和民族学生对我校网络资源共享专业课程的认知和知晓、利用情况．获得数据采用SPSS13．0进行统计分析。结果84门专业网络课程中预防医学类、中国医学类、临床医学类、药学类各专业课程的点击量分别占总点击量的19．0％、33．3％、35．7％和11．9％，临床医学课程点击量5万次以上占50％，预防医学占21．4％，中医学和药学点击量均为14．3％，但点击量总体之间差异无统计学意义（P〉0．05）。89．8％的大学生对于网络资源共享课程的概念具有准确的认知，但是存在性别和专业之间的差异（χ2性别=11．013，P=0．026；χ2专业=136．08，P=-0．000），民族之间差异不大（χ2=11．378，P=-0．497）；被调查学生对网络资源共享课程资源知晓率达到90．1％，没有表现出性别、民族和专业之间的差异（P〉0．05）。71．9％的学生利用网络资源共享课程作为课程学习的参考资源，46．6％用于学习内容参考，35．5％用于了解与课程相关其他资源，30．1％用于实验和练习，10％用于参加网上课程论坛的讨论；汉族和哈萨克族学生利用网络资源共享课程主要用于学习、实验和练习，而维吾尔族和哈萨克族主要用于学习和参与网上课程论坛讨论，存在差异（χ2=26．889，P=-0．001）；预防专业学生网络资源共享课程利用率较高，药学专业相对较低，存在专业差异（χ2=38．01，P=-0．004）：哈萨克族和维吾尔族利用网络资源共享课程的目的主要用于制定学习规划，而汉族用于学习与当前课程相关内容；预防医学学生用于提升能力的占44．7％，远高于其他专业学生，药学专业学生用于帮助制定学习计划比例（18．4％）和提升能力（1．0％）均较其他专业低，存在差异（χ2民族=37．654，P=0．001；χ2专业=73．68，P=0．000）。结论我校学生对网络教育资源知晓率较高且认知准确，但是不同民族和专业的学生利用网络资源共享课程的方式和目的存在差异，主要原因可能与不同专业性质、网络资源共享课程质量参差不齐以及缺乏行之有效的监管和评价体系有关，提示我校网络资源共享课程管理部门应该加强对课程的监管和评价，充分发挥网络资源共享课程的重要作用。

Objective To investigate college students＇ awareness and cognition of 84 shared courses on the Internet and analyze the discrepancies between different ethnicity and majors in Xinjiang Medical University. Methods Purposive sampling was adopted with questionnaire of 1 448 students of 26 classes in Xinjiang Medical University. The survey aimed to investigate students＇ awareness and cognition of these In-ternet courses. Obtained data were statistically analyzed using SPSS 13.0, and the test level α=0.05. Result The hits of preventative medicine, Chinese medicine, clinical medicine and pharmacy were 19.0%, 33.3%, 35.7% and 11.9% respectively. Among the courses whose hits exceeded 50,000, clinical medicine accounted for 50%, preventive medicine for 21.4%, Chinese medicine and pharmacy for 14.3% respectively, there being no significant difference in overall hits （P〉0.05）. 90.1% of the surveyed students knew shared courses on the Interact, there being no difference between gender, ethnicity and profession （P〉0.05）. 89.8% had an accurate understanding of the concept of shared courses on the Internet, there being differences between gender and major （χ2gender=1 1.013, P=0.026;χ2mahir=136.08, P=0.000） without significant differences in ethnicity （χ2=11.378, P=0.497）. 71.9% of the students used shared courses on the Internet as reference resources for the course study, 46.6% for the learning content, 35.5%for the understanding of other resources related to the course, 30.1% for lab-class and exercises, 10% for discussion on online course forum. The Hart and Kazak students used the courses as a study, experiment and exercise tool, while the Uyghur and Kazak mainly used these for learning and discussion on the forum, there being differences in ethnicity （χ2=26.889, P=0.001）; the usage rate of the courses of preventive medicine students is higher, whereas pharmacy students relatively low, there being significant differences in major （χ2=38.01, P=0.004）. The Kazakh and Uygnr students mainly used the courses to formulate learning plans, and the Han students to learn the current curriculum. 44.7% of preventive medicine students used the courses to improve their abilities, which was significantly higher than those of other majors. Only 18.4% and 1% of pharmacy students used the courses to formulate learning plans and to improve their abilities, which were both lower than those of other majors, showing ethnic and professional differences （χethnic=37.654, P=0.001; X2major=73.68, P=0.000）. Conclusion Students＇ awareness of shared courses on the Internet is high and their cognition is accurate. However, there are differences in the ways and purposes of the employment of the courses between different ethnicity and majors. The main reason may be related to major, the quality of the courses, as well as the lack of effective supervision and evaluation system, suggesting that the management department in our university should strengthen the supervision and evaluation of the courses and give full play to the important role of shared courses on the Internet.