目的 探讨医学生线上教学前培训对线上教学效果的影响及其机制,为改进线上教学提供参考。方法 参考相关研究结合校内参与线上教学教师意见,自主设计线上教学前培训内容和线上教学效果影响因素调查问卷,于2020年3至8月对苏州大学医学类专业的943名本科生进行培训和调查。并对结果进行描述性分析、方差分析和结构方程模型构建。结果 学生在线学习效果的评分为(3.67±0.83)分,影响因素的评分分别为自我效能(4.01±0.81)分,结果期望(4.99±0.98)分,自我激励(3.26±0.86)分,环境支持(3.11±0.85)分。学生参与线上教学前培训时长T≤2小时,2<T≤4小时, 4<T≤6小时,6<T≤8小时,8<T≤10小时,其教学效果评分分别为(3.53±0.88)、(3.59±0.70)、(3.79±0.76)、(3.85±0.80)和(3.89±0.91)分,差异具有统计学意义(P＜0.01)。线上教学前培训对环境支持有正向影响(β=0.264,P＜0.001),环境支持在对教学效果产生正向影响(β=0.225,P=0.002)的同时,对自我效能、结果期望和自我激励均产生正向影响(β值分别为0.691、0.719、0.523,均P＜0.001),自我效能、结果期望和自我激励也均对教学效果产生正向影响(β值分别为0.092、0.292、0.308,均P＜0.05)。 结论 学生参与线上教学前培训时间越长,其对教学效果的评价越高;线上教学前培训通过环境支持对学生的自我效能、结果期望、自我激励产生影响,进而影响教学效果。学校应当重视学生线上教学前培训,加强对学生的支持和引导,从而提高线上教学效果。

Objective To explore the influence and mechanism of pre-training on the teaching effect of online teaching so as to provide a reference for further improvement of the online teaching. Methods According to the relevant research and the opinions of teachers participating in online teaching in Soochow Medical College of Soochow University, pre-training content and the questionnaire of influencing factors of online teaching were independently designed. From March to August 2020, 943 medical undergraduates in Soochow University were trained and investigated. The data were analyzed by descriptive analysis, ANOVA and structural equation model. Results The score of online teaching effect was (3.67±0.83). The scores of influencing factors were self-efficacy (4.01±0.81), outcome expectation (4.99±0.98), self-regulation (3.26±0.86), and environmental support (3.11±0.85),respectively. When students participate in the pre-training of online teaching were T≤2 h, 2<T≤4 h, 4<T≤6 h, 6<T≤8 h, 8<T≤10 h, their online teaching effect were (3.53±0.88), (3.59±0.70), (3.79±0.76), (3.85±0.80) and (3.89±0.91), respectively, and there was statistical difference (P<0.01). The pre-training of online teaching had a positive effect on environmental support (β=0.264, P<0.001). Environmental support had positive effects on teaching effect (β=0.225, P=0.002), self-efficacy, outcome expectation and self-regulation (β=0.691, 0.719, 0.523, respectively; all P<0.001). Self-efficacy, outcome expectation and self-regulation also had a positive impact on the teaching effect (β= 0.092, 0.292, 0.308, respectively; all P<0.05). Conclusions The longer the students participate in the pre-training of online teaching, the higher the evaluation of the online teaching effect. The pre-training of online teaching affects the self-efficacy, outcome expectation and self-regulation of students by affecting the environmental support, and then affects the teaching effect. Schools should pay attention to the pre-training of online teaching, strengthen the support and guidance for students so as to improve online teaching effect.