中医高校食品卫生与营养学专业隐性逃课现状及其对食品毒理学成绩的影响

张志刚; 史传道; 辛宝; 田敏敏; 刘龙珠; 李娟; 周晶

doi:10.13898/j.cnki.issn.1000-2200.2020.12.028

中医高校食品卫生与营养学专业隐性逃课现状及其对食品毒理学成绩的影响

Status quo of recessive truancy and its influence on the achievement of food toxicology course in food hygiene and nutrition major in colleges of traditional Chinese medicine

摘要

摘要:
目的了解某中医高校食品卫生与营养学专业本科生隐性逃课现状，分析引起隐性逃课的原因及对食品毒理学课程成绩的影响，为提高食品毒理学教学质量提供参考。
方法2019年5月6日采用整群抽样法选择陕西中医药大学2016级食品卫生与营养学专业50名本科生作为研究对象，采用定性评价与定量评价相结合的方法调查隐性逃课情况及其原因，并分析隐性逃课对食品毒理学考试成绩的影响。
结果调查对象隐性逃课（隐性逃课时间≥5 min）发生率为87.76%，隐性逃课各因子学业认知、学习习惯、自我调整、课堂认知和学习环境评分分别为（8.16±2.51）（16.86±3.03）（23.45±3.03）（12.06±3.94）和（12.96±3.03）分。隐性逃课时间5~15 min最多占71.43%，主要发生在7~8节（32.65%）、3~4节（28.57%）和5~6节（24.49%）；逃课方式主要表现为发呆（69.39%）、玩手机（53.06%）和看其他书籍（26.53%）；发生教学环节主要为理论讲授（69.39%）、播放教学视频（34.69%）和自由讨论（34.69%）。隐性逃课原因中与学生相关的主要因素有因困倦或心情原因导致精力不能集中（87.76%）、学习目标不明确（46.94%）以及对课程不感兴趣（42.86%）；与教师相关的主要因素有：讲课枯燥无味（69.39%）、教学方法不灵活（59.18%）以及表达能力欠缺（20.41%）。隐性逃课因子学习环境与成绩存在负相关关系（r=-0.32，P < 0.05）。
结论该中医高校食品卫生与营养学专业本科生隐性逃课现象普遍存在，隐性逃课因子中学习环境对课程成绩的影响较大，教师应营造良好的学习环境，同时培养学生良好的学习习惯。

Abstract:
ObjectiveTo understand the status quo of recessive truancy among undergraduates in food hygiene and nutrition major in a traditional Chinese medicine university, and analyze the causes of recessive truancy and its influence on the achivement of food toxicology course, so as to provide reference for improving the teaching quality of food toxicology.
MethodsFifty undergraduates of the 2016 food hygiene and nutrition major in Shaanxi University of Chinese Medicine were investigated by cluster sampling method on May 6, 2019.The qualitative and quantitative methods were used to investigate the recessive truancy and its causes, and the influence of recessive truancy on the achivement of food toxicology course was analyzed.
ResultsThe incidence rate of recessive truancy(recessive truancy time was greater than or equal to five minutes)was 87.76%, and the scores of cognition of study, study habit, self-adjustment, cognition of class and environment of study of recessive truancy factors were(8.16±2.51), (16.86±3.03), (23.45±3.03), (12.06±3.94)and(12.96±3.03)points, respectively.The five to fifteen minutes of recessive truancy was the most, which accounted for 71.43%, and mainly occurred in the sections 7-8(32.65%), 3-4(28.57%)and 5-6(24.49%).The main forms of recessive truancy were in daze(69.39%), playing mobile phones(53.06%)and reading other books(26.53%).The main teaching links of recessive truancy were theoretical lecture(69.39%), playing instructional video(34.69%)and free discussion(34.69%).The lack of concentration due to sleepiness or mood(87.76%), unclear learning objectives(46.94%)and not interested in the course(42.86%)were the main factors related to students' recessive truancy.The boring lecture(69.39%), inflexible teaching method(59.18%)and lack of expression(20.41%)were the main factors of teachers.The learning environment of recessive truancy factor was negatively correlated with achievement(r=-0.32, P < 0.05).
ConclusionsThe recessive truancy is widespread among undergraduates in food hygiene and nutrition major in this traditional Chinese medicine university, and the effect of study environment on achievement is great.The teachers should create a good environment of study, and cultivate good study habits of students.

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