中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (12): 975-978.DOI: 10.3760/cma.j.cn115259-20190725-00596

• 人文素质教育 • 上一篇    下一篇

基于学习投入度的某医学院校学生德育效果调查分析

王琳1, 舒静2, 胡鸿毅3   

  1. 1上海中医药大学教育质量监测中心 201203;
    2上海中医药大学教务处 201203;
    3上海中医药大学 201203
  • 收稿日期:2019-07-25 发布日期:2021-01-25
  • 通讯作者: 胡鸿毅, Email: hongyihu2003@aliyun.com, 电话: 021-51323024

Moral education analysis of professional curriculum based on learning engagement

Wang Lin1, Shu Jing2, Hu Hongyi3   

  1. 1Education Quality Monitoring Center, Shanghai University of Traditional Chinese Medicine, Shanghai 201203, China;
    2Dean' s Office, Shanghai University of Traditional Chinese Medicine, Shanghai 201203, China;
    3Shanghai University of Traditional Chinese Medicine, Shanghai 201203, China
  • Received:2019-07-25 Published:2021-01-25
  • Contact: Hu Hongyi, Email: hongyihu2003@aliyun.com, Tel: 0086-21-51323024

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摘要： 目的 探索大学生德育效果及其与学习投入度的关系。方法 采用问卷调查方法,以2017年某医学院校2 215名本科生为研究对象,在线填答中国大学生学习与发展追踪研究(Chinese college student survey,CCSS)问卷,对确立人生观和价值观等德育指标评分以及学习投入度5个维度(学业挑战度、主动合作学习水平、生师互动水平、教育经验丰富度、校园环境支持度)评分进行统计分析。结果 一年级至四年级学生的确立人生观和价值观德育指标评分分别为(57.13±26.95)分、(60.35±26.32)分、(62.20±26.13)分、(63.84±25.67)分;团队合作精神评分分别为(62.35±25.57)分、(66.07±23.51)分、(64.75±24.65)分、(66.00±24.08)分;批判精神评分分别为(55.16±25.69)分、(59.88±25.56)分、(60.13±25.48)分、(59.75±25.78)分;创新精神评分分别为(50.22±27.23)分、(56.32±26.39)分、(58.03±25.92)分、(57.06±26.14)分,各指标年级间的差异均具有统计学意义(均P＜0.01)。学习投入度的学业挑战度、主动合作学习水平、生师互动水平、教育经验丰富度、校园环境支持度维度评分分别为(46.92±12.40)分、(51.64±18.13)分、(37.23±20.13)分、(42.31±17.49)分、(62.12±17.13)分。多元逐步线性回归显示,学习投入度5个维度是德育效果的影响因素。结论 高年级学生德育效果较好,大学的学习有助于学生“德”的成长,学生在专业学习中的投入度会对德育效果产生正向的影响。

关键词: 专业课程, 德育, 学习投入度

Abstract: Objective To explore the moral education effects and its relationship with college students' learning commitment. Methods In 2017, 2 215 undergraduates in a medical college were investigated by online Chinese college student survey (CCSS), and the following index scores were statistically analyzed: the index of moral education and the 5 dimension indicators of college students' learning commitment. Results From grade one to grade four, the index of “establish the outlook on life and values of the moral education” scored respectively (57.13±26.95),(60.35±26.32),(62.20±26.13),(63.84±25.67), “teamwork spirit of the moral education” scored respectively (62.35±25.57),(66.07±23.51),(64.75±24.65),(66.00±24.08), “critical spirit of the moral education” scored respectively (55.16±25.69),(59.88±25.56),(60.13±25.48),(59.75±25.78), “spirit of innovation” scored respectively (50.22±27.23),(56.23±26.39),(58.03±25.92),(57.06±26.14), and there were significant differences between different grades (all P＜0.01). The scores of academic challenge, active and cooperative learning, student-faculty interaction, enriching educational experiences, supportive campus environment were (46.92±12.40), (51.64±18.13), (37.23±20.13), (42.31±17.49) and (62.12±17.13) respectively. The results of level analysis showed that the five dimensions of learning engagement were the influencing factors for the effect of moral education. Conclusions College study is conducive to the growth of students' “morality”, and the degree of college students' learning engagement will have an impact on the effect of moral education.

Key words: Professional curriculum, Moral education, Learning engagement

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