A Study Of The Influence On Students’ Learning Motivation Of The Teaching Reform Of A Certain Medical University

Objective： With understanding the motivation of learning, the state of leaning,and the achievement of learning in a medical university teaching reform. This paperexplore the effect of teaching reform to students, to provide a basis for the evaluation ofthe feasibility and teaching effectiveness of the teaching reform, and advance thereactive suggestions for the teaching reform.Methods： The method adopted for this research are questionnaire survey, thispaper use learning motivation scale and self-designed state of leaning questionnaire.Using χ2test and factor analysis to to test reliability and validity. Using descriptivestatistics and T-test to to investigate different team and different demographiccharacteristics of students in the motivation of learning, the state of leaning, and theachievement of learning. Using Multiple correlation to analysis the relationship betweenthe motivation of learning, the state of leaning，and the achievement of learning.Results：1. Specific performance of learning motivation: on the whole, students’internal motivation is stronger than the external motivation, and what is strongest in theexternal motivation is focus on interpersonal competition.2. Compare the learningmotivation of the end to the beginning of a semester, experimental class has slightlyenhanced, the comparative class has slightly weakened; the learning motivation hasslightly difference in different age. Girls’ learning motivation is stronger than boys.3.Specific performance of learning attitude: compare the learning attitude of the end to thebeginning of a semester. Experimental classes’ learning attitude, learning goals,self-efficacy and satisfaction have significant differences, But learning attitude, learninggoals and self-efficacy are all reduced, only increase in satisfaction. The comparativeclass only has significant difference in learning goals and self-efficacy, and all arereduced; Experimental class’ interest in learning is stronger than the comparative class. 4. Specific performance of academic record：experimental class and comparative classhave significant difference in exam course record. Experimental class are higher thancomparative class obviously; Check class record have no significant betweenexperimental class and comparative class.5. The relation between learning motivation,learning state, and the academic record is linked and influenced to each other.Challenging motivation, focus on interpersonal competition motivation, total learningmotivation, learning interest, learning attitude, learning goals are the factors that shouldbe pay more attention.Conclusion： The teaching reform not only has made certain progress to stimulatestudents’ learning motivation, but also have further room for improvement, suggestion:1. To make the students’ external motivation into internal motivation indirectly.2.Theory teaching should be closely related to clinical practices, to carry out relatedclinical activities at the early time when students enter a school.3. In the process ofteaching, the teacher should often communicate with students to understand thecharacteristics of different students, and give different teaching method.4. whenteacher preparing for a lesson, What is important is not only the teaching content butalso the teaching method.5. Guide the student grasp the way to study medicineappropriately.