本文選題：自感課業(yè)負(fù)擔(dān)　切入點(diǎn)：理論解釋　出處：《基礎(chǔ)教育》2016年05期 　論文類型：期刊論文

【摘要】："客觀說"和"建構(gòu)說"是研究課業(yè)負(fù)擔(dān)原因的兩類取向�；�2014年北京中小學(xué)生的實(shí)證調(diào)查數(shù)據(jù),建立了囊括"客觀說""建構(gòu)說"的Logistic多項(xiàng)回歸模型。模型的結(jié)果證實(shí)了基于"客觀說"的一些假設(shè),例如學(xué)習(xí)成績好的學(xué)生自感負(fù)擔(dān)程度較低;教師質(zhì)量高,學(xué)生自感負(fù)擔(dān)輕;學(xué)校課程選擇性高,學(xué)生課業(yè)負(fù)擔(dān)也相對(duì)較輕。同時(shí),Logistic多項(xiàng)回歸模型也證實(shí)了"建構(gòu)說"的一些假設(shè),例如學(xué)生預(yù)期學(xué)歷水平越高,自感負(fù)擔(dān)越重;應(yīng)試壓力較強(qiáng)的學(xué)生,自感負(fù)擔(dān)較重;體現(xiàn)學(xué)習(xí)態(tài)度的學(xué)習(xí)價(jià)值感、學(xué)習(xí)快樂感也對(duì)學(xué)生自感負(fù)擔(dān)程度有顯著影響。Logistic多項(xiàng)回歸結(jié)果表明,作為一種客觀"實(shí)在","課業(yè)負(fù)擔(dān)"在中小學(xué)生中確實(shí)存在(客觀說);然而學(xué)生對(duì)此的感受則會(huì)有強(qiáng)弱差異(建構(gòu)說)�；诖�,筆者提出"課業(yè)負(fù)擔(dān)感"的概念,試圖整合"客觀說"和"建構(gòu)說"兩種觀點(diǎn)。相比于傳統(tǒng)的"課業(yè)負(fù)擔(dān)"概念,筆者認(rèn)為"課業(yè)負(fù)擔(dān)感"這一概念提供了更為廣闊的理論研究空間,對(duì)于"政策"導(dǎo)向的減負(fù)策略研究也富有價(jià)值。
[Abstract]:"objective theory" and "construction theory" are two kinds of orientations to study the causes of schoolwork burden. Based on the empirical survey data of primary and middle school students in Beijing in 2014, The Logistic regression model including objective theory and construction theory is established. The results of the model confirm some hypotheses based on objective theory, such as the low degree of self-perceived burden of students with good academic achievement, the high quality of teachers and the light burden of students' self-perception. At the same time, the logistic regression model also confirmed some hypothesis of "construction theory", for example, the higher the expected level of education, the heavier the burden of self-perception, and the higher the pressure of examination-oriented students. The sense of learning value of learning attitude, the sense of learning happiness also has significant influence on the degree of self-perceived burden of students. Logistic multiple regression results show that, As a kind of objective "reality", "schoolwork burden" does exist in primary and middle school students. This paper attempts to integrate the two viewpoints of "objective theory" and "construction theory". Compared with the traditional concept of "schoolwork burden", the author thinks that the concept of "schoolwork burden" provides a broader theoretical space for research. The research on the policy-oriented reduction strategy is also valuable.
【作者單位】： 首都師范大學(xué)教育學(xué)院;
【基金】：首都教育發(fā)展協(xié)同創(chuàng)新中心2014年立項(xiàng)課題“北京市中小學(xué)課業(yè)負(fù)擔(dān)現(xiàn)狀與對(duì)策研究”階段性成果之一(項(xiàng)目編號(hào):2014JZ002)
【分類號(hào)】：G632.0

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