目的 探讨医学院校学生课堂沉默的现状及其与课堂环境感知的关系,为促进学生发挥课堂主体性作用、实现参与式教学提供参考。方法 本研究采用问卷调查方法。2020年10月,选择黑龙江省4所医学院校的7 202名学生进行网络问卷调查,并采用Pearson相关分析、多重线性阶层回归分析等方法,分析课堂沉默与课堂环境感知的关系。结果 医学院校学生课堂沉默评分为(2.95±0.66)分。课堂沉默与课堂环境感知各维度评分[教师期望(3.77±0.72)分、班级规模(3.05±0.89)分、课堂气氛(2.71±0.80)分、课堂发言(3.06±0.73)分、教学方式(3.14±0.86)分、课程设置(2.23±0.66)分]均呈负相关(r=-0.413~-0.042,P＜0.01)。控制人口学变量后,课堂环境感知中的教师期望对课堂沉默具有正向预测作用(β=0.034,P＜0.01),课堂环境感知的其他维度对医学院校学生课堂沉默具有负向预测作用(β=-0.214~-0.043,P＜0.01)。结论 医学院校学生课堂沉默处于中等水平,课堂沉默水平会受到其感知到的课堂环境的影响。教师应当营造具有活力的课堂环境,降低课堂沉默水平,提高学生的课堂参与度。

Objective To investigate the current status of classroom silence of medical students as well as its relationship with the perception of classroom environment, to promote students' active attitude in classroom teaching, so as to provide reference for achieving participatory training model. Methods This study was performed by questionnaire investigation. In October 2020, an online survey was conducted among 7 202 medical students from four medical schools in Heilongjiang Province. The relationship between classroom silence and perception of classroom environment was analyzed by Pearson correlation tests and multiple linear regression. Results The total score of classroom silence was(2.95±0.66)which was negatively correlated with perception of classroom environment's six dimensions [teacher's positive expectation(3.77±0.72), size of class (3.05±0.89), classroom atmosphere (2.71±0.80), classroom conversation (3.06±0.73), teaching method(3.14±0.86), course setting (2.23±0.66), all P＜0.01]. After controlling the demographic variables, teachers' positive expectation predicted classroom silence(β=0.034,P＜0.01),and the other dimensions negatively predicted classroom silence(β=-0.214~-0.043,P＜0.01). Conclusions The classroom silence was identified at a moderate level and it was influenced by the perception of classroom environment. A dynamic classroom environment should be created, so as to decrease the level of classroom silence and encourage the participation of medical students in learning process.