学生视角下混合式教学过程性评价指标对《医学免疫学》学习成绩的影响

The Influence of Blended Teaching Process Evaluation Indicators on Academic Achievement in Medical Immunology From the Perspective of Students

目的 学习成绩是衡量人才培养质量的关键指标。在混合式教学实践中,科学合理的过程性评价是影响学习成绩评价的重要一环,文章从学生视角出发,旨在探究学生对过程性评价指标的态度、行为等个体因素对其学习成绩的影响。方法 2022年7月1日—7月15日,通过问卷调查方式,基于学生学习成绩以及学生对过程性评价反馈的问卷数据,采用相关性分析,确定学生视角下,对学习成绩影响最大的过程性评价指标。结果 通过对临床医学专业本科生409份调查问卷的数据分析,发现在6项过程性评价指标中,91~100分、81~90分的学生中,认可视频帮助度、编排与时长的比例高于其他较低分数段。其中,视频长度合理的评价指标与学业成绩关联性最高。不同分数段学生的学习成绩与完成作业的难度感受相关性差异有统计学意义(P<0.05)。排在第一至第六的指标依次为作业、签到、互动讨论、科普作品展示、视频访问时长和访问次数,由高到低依次显示了学生对各指标的认可程度。学生对讨论、科普展示等主动性学习指标的认可度低于客观性评价指标。结论 学生对客观性强的过程性评价普遍持积极态度,对主观性、创造性相关指标的认可度相对薄弱,对课程投入程度和态度的客观性评价指标对学习成绩影响最大。

Objective Students'academic performance is a key factor to measure the quality of talent training.In the practice of blended teaching,scientific and reasonable procedural evaluation is an important part of the evaluation of academic performance.From the perspective of students,this article aims to explore the impact of individual factors such as students'attitudes and behaviors of procedural evaluation on their academic performance.Methods From July 1,2022 to July 15,2022,through the questionnaire survey,the article was based on the students'academic performance and the questionnaire data related to the process evaluation,and the correlation analysis method was used to determine the process evaluation index that had the greatest impact on the academic performance.Results Through the data analysis of 409 questionnaires of clinical medical undergraduates,it was found that among the 6 process evaluation indicators,students with 91~100 scores and 81~90 scores agreed that the percentages of video helpfulness,arrangement and duration were higher than those of other lower scores.Among them,the evaluation index of reasonable video length has the highest correlation with academic achievement.There were significant differences in the correlation between the students'academic achievement and the difficulty of completing the homework(P<0.05).The first to sixth indicators are homework,check-in,interactive discussion,display of popular science works,duration of video visit and number of visits,which show the degree of students'recognition of each indicator in order from high to low.Students'recognition of active learning indicators such as discussion and popular science demonstration is significantly lower than that of objective evaluation indicators.Conclusion Students generally have a positive attitude towards the process evaluation with strong objectivity,and the recognition degree of subjectivity and creativity related indicators is relatively weak.Evaluation factors that demonstrate commitment to and attitudes toward the course have the greatest impact on academic performance.