ABSTRACT
The "student-centered" flipped classroom teaching model can improve students' academic achievement, improve cognition, and cultivate innovation ability. However, it has obvious deficiencies in the integrity and systematization of knowledge as well as education. The traditional teaching concept based on " teacher-centered" has the unique advantages of systematization of knowledge learning and education. Therefore, we integrated the merits of these two different teaching models and introduced the semi-flipped classroom teaching model into the Biochemistry teaching of 2020 stomatology, pharmacy and preventive medicine majors in Cheeloo Medical College, Shandong University, compared with the traditional teaching of 2019 same majors. The data on the improvement of students ' academic achievement and self-cognition were analyzed. The results showed that the students' achievements of the semi-flipped classroom teaching model were better than those of the traditional teaching (P<0. 01). The students' self-cognitions were significantly improved after the implementation of semi-flipped classroom teaching (P<0. 01 or P<0. 05). This study provides a reference for the related teaching and research work in medical colleges.
ABSTRACT
College students' self cognition of the learning effectiveness influences their learning behavior greatly. Focusing on college students' self cognition of their learning effectiveness, and then standardizing their learning behavior is one of the important work of educators in colleges. Therefore this paper has designed the questionnaire of the influencing factors of learning effectiveness self cog-nition, used SIMPP analysis method to analyze it, and set up the relation model. The analysis shows that college students' self cognition of learning effectiveness is influenced not only by students' dili-gence level and the recognition degree of specialized subject, but also by the factors such as the attitude when you get the bad results. The result provides data basis and scientific basis for future practice and relevant research for educators in colleges.