温州市某医学院校朋辈教育与学困生转化的关系
|
摘要
目的:探索医学院校基于朋辈教育的学业帮扶对学困生成绩转化的影响,为制定更有针对性的帮扶策略提供参考。方法:在温州市某医学院校2015年10月-2016年10月参与学业帮扶计划的学生中,分层随机抽取82对帮扶小组,以每组为单位进行问卷调查。结果:90%以上的学困生成绩专业内排名均有提高,63.41%的学困生名次提升≥10%,其中帮扶组每周共同学习次数(r=0.74,P<0.001)以及学困生自身努力程度(r=0.42,P<0.001)与学困生成绩提高的相关性最密切。结论:大学生朋辈教育对学困生成绩提高具有明显促进作用,应该增加帮扶组的学习频率,并帮助学困生树立努力学习的意识,提高其自主学习的积极性。
Objective: To assess the impact of the helps due to peer academic support on the improvement in Students with Learning Difficulties( SLD) in medical university and provide a reference for more targeted assisting strategies. Methods: Stratified random sampling method was performed to randomly select 82 pairs of students with learning difficulty matched with excellent classmates from Oct. 2015 to Oct. 2016 in a medical university in Wenzhou. A questionnaire was conducted in each group. Results:The achievements of 90% and above SLD were significantly improved and 63.41% of SLD got more than 10% improvement of their academic records. The numbers of SLD learning with their partners per week( r = 0.74,P < 0.001) and the extents of self-effort from SLD( r = 0. 42,P < 0. 001) were the two most important influential factors associated with their improvement. Conclusion:Timely and effective helps from excellent classmates played an important role in the academic remarks improvement of SLD. It was suggested to improve SLD's learning initiative through high frequency of learning together with excellent students and raising their awareness of hard work.
Objective: To assess the impact of the helps due to peer academic support on the improvement in Students with Learning Difficulties( SLD) in medical university and provide a reference for more targeted assisting strategies. Methods: Stratified random sampling method was performed to randomly select 82 pairs of students with learning difficulty matched with excellent classmates from Oct. 2015 to Oct. 2016 in a medical university in Wenzhou. A questionnaire was conducted in each group. Results:The achievements of 90% and above SLD were significantly improved and 63.41% of SLD got more than 10% improvement of their academic records. The numbers of SLD learning with their partners per week( r = 0.74,P < 0.001) and the extents of self-effort from SLD( r = 0. 42,P < 0. 001) were the two most important influential factors associated with their improvement. Conclusion:Timely and effective helps from excellent classmates played an important role in the academic remarks improvement of SLD. It was suggested to improve SLD's learning initiative through high frequency of learning together with excellent students and raising their awareness of hard work.
引文
[1]戴斌荣.学习困难学生的心理障碍与教育[J].教育理论与实践,1999(6):46-49.
[2]吴进.高校“学困生”教育帮扶研究[J].盐城师范学院学报,2013(5):120-124.
[3]林宇.“学困生”概念之厘定[J].河北师范大学学报,2018(10):5-7.
[4]朱小茼,陈晓美,刘楠.高校大学生朋辈教育的理论思考与实践探索[J].黑龙江教育,2010(8):6-7.
[5]王建敏,王香平,樊洁,等.朋辈教育模式引导医学生自主成长的实践思考[J].中国医院,2014,18(4):79-80.
[6]李曼莉,林建锋.医科院校学困生适应教育现状与转化对策[J].医学与社会,2010,23(5):102-103.
[7]张启钱,王小青,谈静艳.我国高校“学困生”的成因分析及对策研究[J].高等理科教育,2011(2):77-82.
[8]顾明远.教育大辞典[M].上海:上海教育出版社,2008.
[2]吴进.高校“学困生”教育帮扶研究[J].盐城师范学院学报,2013(5):120-124.
[3]林宇.“学困生”概念之厘定[J].河北师范大学学报,2018(10):5-7.
[4]朱小茼,陈晓美,刘楠.高校大学生朋辈教育的理论思考与实践探索[J].黑龙江教育,2010(8):6-7.
[5]王建敏,王香平,樊洁,等.朋辈教育模式引导医学生自主成长的实践思考[J].中国医院,2014,18(4):79-80.
[6]李曼莉,林建锋.医科院校学困生适应教育现状与转化对策[J].医学与社会,2010,23(5):102-103.
[7]张启钱,王小青,谈静艳.我国高校“学困生”的成因分析及对策研究[J].高等理科教育,2011(2):77-82.
[8]顾明远.教育大辞典[M].上海:上海教育出版社,2008.