医学高职学生厌学专业课原因浅析

笔者在近年教学中，发现我校学生专业课考试成绩每况愈下，在某些班级表现得非常突出，究其根本原因是很多学生存在厌学专业课的现象，现分析如下。     

学生厌学生物化学的原因及对策

生物化学是医学的重要基础课之一,是目前生命科学发展的前沿学科,发展快,技术新。它与其它医学基础学科关系密切,对疾病的预防、诊断、治疗、预后观察起着决定性作用,是一门重要的工具学科。1生物化学学科特点生物化学是医学专业的基础课,研究的对象是人体。主要研究人体的组成成分,结构与功能关系;人体内的代谢途径及其调节,人体各组织器官代谢特点及其与功能的关系。包括叙述性生物化学,动态生物化学,机能生物化学。涉及到化学元素符号、物质分子式、结构式、化学反应方程式、催化剂、能量的消耗与释放及对机体细胞功能的影响、基因信息的…     

卫生类高职学生厌学心理分析及对策研究

对目前卫生类高职学生普遍存在的厌学心理进行剖析，并试图从确立理想信念，转变错误观念；培养间接兴趣，寻找学习动力；重视学习方法指导，培养学习能力；优化教学环节等方面帮助学生克服厌学心理，以提高教学效果。     

中专生厌学成因及对策

目的 中专生厌学已严重影响教学和学生的身心发展,探讨其原因指出相应的对策促使学生以积极心态 适应中专学习。方法 采用教育观察的自然观察研究方法,通过长期的教学实践,比较多届学生的特点,深入 学生,探索中专生厌学的种种原因,指出并试行相应的对策,观察效果。结果 有效减少中专学生厌学现象, 学校整体学习氛围明显改善。结论 分析中专学生厌学成因及对策能有效扼制中专生厌学现象,促使学生以更 为轻松的积极心态适应中专学习,提高教学效果。     

浅析中专生体育课厌学现象的原因及对策

目前，中专生体育课厌学现象十分突出，这不仅影响到体育课的教学效果，而且对学生的健康成长极为不利。现就中专生体育课厌学的主要原因进行分析，并提出相应的对策引导中专生积极、主动地进行学习，提高体育课的教学效果。     

职业学校学生厌学成因分析及对策

职业学校学生厌学是一个普遍现象，主要与教育资源投入不足、学生素质参差不齐、学生家长盲目包办和就业压力形势严峻有关。针对这些成因，必须积极采取对策，整体联动，加大学风建设力度，确保学校整体教育教学质量不出现下滑。     

护生“厌学”心理分析及相关对策

目的 探讨克服护生“厌学”心理的相关对策。方法分析护生“厌学”心理产生的原因，寻找相关对策。结果 发现护生“厌学”心理产生的原因有社会、学校、家庭及学生自身的因素。结论 通过只有减少社会不良因素干扰、改善学校教育环境，营造良好家庭教育环境，充分发挥学生的主体作用，才能帮助学生真正摆脱“厌学”的阴影。     

高职生厌学原因及对策分析

在班主任工作实践中。发现学生厌学并非个别现象，随着时间的推移，学习的深入，厌学学生逐渐增多，厌学已成为一系列问题的根源。现就其原因及对策作如下分析。     

高校扩招背景下大学生厌学的原因分析与对策

高校扩招在给我国高等教育带来发展机遇的同时。也对高校的教学质量提出了挑战。扩招带来的暂时性困难使一部分大学生产生了厌学情绪，师资紧张、教学设施紧张、课程设置不合理、大学生人数激增是大学生产生厌学情绪的主要原因，我们必须采取相关措施，以保持高校良好的学风。     

中等卫生学校学生厌学生物化学的成因分析及对策

生物化学是医学专业理论性较强的一门基础课。针对厌学生物化学的原因进行分析，提出；加强基础知识学习；降低教材难度，提高学生实验动手能力；全面提高教师整体素质。激发学生学习生物化学的内在动力。     

中专卫校学生英语学习现状及对策

加入WTO后．我国正逐渐与国际社会接轨．具有一定英语听、说、读、写能力已成为高素质人才必备的条件之一。我校作为全国重点护理专业学校，学生英语知识水平的高低，是决定我校毕业生质量的关键因素之一。为了解我校学生英语学习现状，便于改进教学方法．制定切实可行的教学计划，笔者对2002级及2003级护理、中西医、妇幼卫生、卫生保健、针灸推拿等专业学生进行了一次随机抽样调查。调查内容包括学习兴趣、学习目的、对学校英语教学(包括教学内容、教学进度、教材、教学活动、师生交流等方面)的评价、学习目标、学习英语的主要困难、需要解决的问题等。     

关于培养职业院校学生学习兴趣的探讨

针对当前职业院校普遍存在的学生厌学现象，从热爱学生、做学生的知心朋友、教师的人格魅力、教师的语言艺术和课堂表演艺术、灵活多变的教学方法和学生学习的成就感等方面，对职业院校学生学习兴趣的培养问题进行探讨。     

探讨初中生对英语学习的兴趣及培养

目的了解学生对英语学习的兴趣,拟出激励学生学习的对策,供同行参考。方法对在校初中一年级500名学生进行问卷调查。结果500名学生中,非常感兴趣的只有148人,占29.6%;而一般的和不感兴趣的共有352人,占70.4%。这说明由于学英语要记的词汇量较大,往往要考验人的耐心和恒心,如学生的学习目的不明确,就会放弃学习。结论培养学生对英语学习的兴趣,激发学生的主动性;利用多种课堂形式,活跃课堂气氛,培养学生的主体参与意识,才能达到一个良好的效果。     

关于培养高职医学生创新素质的思考

近年来，关于加强创新教育的呼声越来越高。创新教育不但是一次教育理念的创新，更是培养创新精神和创新能力的教育实验。我们应当对创新教育加以深刻研究，促进创新人才的培养。笔者根据多年来从事医学教育和教育管理的经验做了一些思考和探讨。     

Performance of residents who had academic difficulties in medical school

An assessment of how well graduates of one medical school performed in residency training was undertaken to assess the school's monitoring of students' performances. The minutes of the school's student progress committee for four years were reviewed to identify all students who had had academic difficulty. Seven students had been recommended for dismissal but ultimately graduated, 22 students were on academic probation for longer than one year, and 22 students were on academic probation for less than one year. The residency performance of 43 of these 51 students were compared with the performances of a randomly selected group of students who had had no academic difficulties and had graduated during the same period. Of 12 performance and knowledge items assessed by the residency directors for the studied graduates, the one dealing with quality of interaction with patients showed significant differences among the residents. The residents who had had academic difficulty had lower ratings on this item than the residents who had not had academic trouble. On all other items, those residents who had had academic difficulties received generally lower scores than the other residents, but the differences were not statistically significant. Of the seven students considered for dismissal, one had been dismissed and one had withdrawn from the residencies; the other five generally received positive ratings from their residency directors. The findings suggest that the medical school's overall monitoring of students' performance was working and confirmed the authors' opinion that each decision concerning a student with academic difficulties should be based on the student's individual situation.     

Predicting academic performance at a predominantly black medical school

A study was conducted by the authors that examined the validity of the Medical College Admission Test (MCAT), undergraduate grade-point average (GPA), and "competitiveness" of undergraduate college in predicting the performance of students at a predominantly black college of medicine. The performance measures used in the analysis consisted of course grades in all four years of medical school and scores on both Part I and Part II of the National Board of Medical Examiners (NBME) examinations. The predictive validities of the MCAT scores and undergraduate GPAs were found to be similar to those revealed in earlier studies conducted at predominantly white schools. Two exceptions to these similarities were found. First, the MCAT scores at the black school had a somewhat lower validity in predicting NBME examination scores than was the case at the other schools. Second, of the six MCAT subtest scores, Skills Analysis: Reading had the highest correlation with first-year grades, in contrast to results at the other schools. No differences between men and women were found in the validity of MCAT scores and the GPA. The competitiveness of the undergraduate college attended was found to contribute significantly to the prediction of all measures of medical school performance.