Objective

2

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

2

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

2

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

2

Regional management combined with formative evaluation can promote international students' learning enthusiasm

improve their comprehensive achievement

and positively affect their learning behavior.