“区域化管理”+形成性评价在留学生生物化学教学中的运用

目的 本研究拟从专业课教师角度“解决”留学生学习生物化学过程中，因语言障碍引发的学习困难、被动学习等问题。方法 将80名留学生随机分成2组，试验组主要通过在教学中引入“区域化管理”模式，允许学生用母语或英语对精心设计的问题开展小组讨论，同时在课堂中增加随堂练习及开展阶段性测试，即引入形成性评价来督促学生学习及评估学生的学习效果，对照组则正常教学，最后通过考试卷面成绩及统计问卷调查数据等方式评价研究效果。采用SPSS 25.0进行Kruskal-Wallis H检验和Nemenyi检验。结果 27人（75.00%）的学生认为区域化分组讨论能使问题讨论得更深入；27人（75.00%）的学生不再觉得学习生物化学很难，甚至觉得容易；有近90.00%的学生对形成性评价模式进行了肯定，认为此模式对自己学习态度及行为产生了积极影响；另外，从学生卷面成绩看，试验组班级成绩中位数较同年其他班级（对照组）提高了36.94%。结论 “区域化管理”加形成性评价调动了学生学习的积极性，同时提高了学生的综合成绩，使学生学习行为有了明显的正向改变。

Application of regional management and formative evaluation in biochemistry teaching for international students

Objective To solve international students'' problems of learning difficulties and passive learning caused by language barriers in the process of biochemistry learning from the perspective of teachers in this specialty.Methods Eighty international students were randomly divided into experimental group and control group. In the experimental group, the regional management mode was introduced in teaching, allowing students to speak mother tongues or English for group discussions on well-designed questions, and at the same time, classroom quizzes and stage tests were given, introducing formative evaluation to supervise students'' learning and assess their learning performance. The control group received conventional teaching. The learning effects were assessed through a final exam and questionnaire survey. SPSS 25.0 was used to perform the Kruskal-Wallis H test and Nemenyi test.Results Twenty-seven (75.00%) students believed that group discussion by region could deepen the discussion of questions; 27 (75.00%) no longer felt difficult, or even felt easy, to learn biochemistry; and nearly 90.00% of the students affirmed the formative evaluation mode, believing that it had positive effects on their learning attitude and behavior. In addition, the median exam score of the experimental group was 36.94% higher than that of the control class in the same year.Conclusions Regional management combined with formative evaluation can promote international students'' learning enthusiasm, improve their comprehensive achievement, and positively affect their learning behavior.