目的 分析基于儿科学混合式教学的医学教育环境感知与学生学习自主性的关系。 方法 选取武汉大学第一临床学院临床专业、已完成儿科学混合式教学课程学习的学生作为研究对象，采用教育环境评估量表（Dundee ready education environment measure，DREEM）和大学生学习自主性量表进行医学教育环境感知和学习自主性调查。 结果 临床医学生的医学教育环境感知整体较好，各维度得分率比较，学生对教师的知觉＞对学习的知觉＞对学术的知觉＞对环境的知觉＞社交和自我知觉。学生的自我调控、学习策略、内容与环境、学习动机和学习自主性量表总分得分率分别为67.85%、72.86%、65.56%、70.63%和68.97%。相关分析显示，DREEM量表、大学生学习自主性量表的内部各维度得分与各量表总分均呈正相关，各维度得分之间均呈正相关（P＜0.05），且大学生学习自主性量表各维度得分、总分与DREEM量表各维度得分及总分也均呈正相关（P＜0.05）。 结论 基于儿科学混合式教学的临床医学生的医学教育环境感知整体较好，学习自主性可且与教育环境感知密切相关。在混合式教学实施过程中，不断优化教学内容、提升教师教学素养和积极改善医学教育环境，将有助于提升临床医学生对医学教育环境的满意度及学习兴趣和自主学习能力，更高效地促进医学教育教学改革的持续性发展。

Objective To analyze the relationship between the perception of the medical education environment based on pediatric blended learning and students' autonomy in learning. Methods The clinical medicine students from the First Clinical School of Wuhan University who had completed the blended learning courses in pediatrics were enrolled as participants. The Dundee ready education environment measure (DREEM) scale and the autonomy in learning rating scale for college students were adopted to investigate the perception of the medical education environment and autonomy in learning. Results The perception of the medical education environment among the clinical medicine students was generally positive. The order of score rating among dimensions was as follows: perception of teachers ＞ perception of learning ＞ perception of academic atmosphere ＞ perception of environment ＞ social and self-perception. The scores for self-regulation, learning strategies, content and environment, learning motivation, and overall autonomy in learning were 67.85%, 72.86%, 65.56%, 70.63%, and 68.97%, respectively. The result of the correlation analysis revealed that the scores of the internal dimensions of both the DREEM scale and the Autonomy in Learning Rating Scale for college students were significantly positively correlated with their own total scores (P＜0.05). Moreover, there were significant positive correlations observed among the scores of different dimensions within each scale (P＜0.05). Additionally, the scores of each dimension and the total score of the Autonomy in Learning Rating Scale for college students were significantly positively correlated with the scores of different dimensions and the total score of the DREEM scale (P＜0.05). Conclusion Clinical medicine students who experienced pediatric blended learning had a generally positive perception of the medical education environment, and their autonomy in learning was good and closely related to their perception of the medical education environment. In the implementation of blended learning, continuous optimization of teaching content, improvement of the teaching proficiency of teachers, and proactive enhancement of the medical education environment will help enhance clinical medicine students' satisfaction with the educational environment, as well as their learning interest and autonomy in learning, thus promoting the sustainable development of medical education reforms more effectively.