医学院校不同专业学生对生物化学教学中自主学习的适应性分析

Research on the application of self-regulated learning in blend teaching model of Biochemistry in medical university

本文探讨了生物化学混合式教学中不同专业学生对自主学习比例的适应性。研究发现,临床医学专业学生具有较好的知识储备和学习能力,能够适应较高的自主学习比例的提高;基础学科专业学生能够保持较为稳定的学习活跃度,但随着自主学习比例的提高,考试成绩可能会出现一定下滑;而对于基础知识相对较差的专业,则需要谨慎开展自主学习。因此,生物化学混合式教学中需要根据不同专业的学习特点,选择不同比例的自主学习时长,以优化教学效果。

This paper explores the adaptability of different majors in the proportion of self-regulated learning in the blend teaching model of Biochemistry.The study found that clinical medical students had good knowledge reserves and learning abilities,and are able to adapt to a high proportion of self-regulated learning.Students majoring in basic disciplines can maintain a relatively stable level of learning activity,but as the proportion of autonomous learning increases,test scores may decline to some extent.For majors with relatively poor basic knowledge,carrying out autonomous learning needs to be more cautious.Therefore,in blend teaching model of Biochemistry,different proportions of autonomous learning time should be chosen based on the learning characteristics of different majors to optimize teaching effectiveness.