發(fā)布時(shí)間：2019-06-02 03:14

【摘要】：提高教學(xué)質(zhì)量是高等教育發(fā)展的核心任務(wù),而高等教育質(zhì)量的高低在很大程度上取決于課堂教學(xué)的質(zhì)量和效率。課堂是高校教學(xué)的主要渠道,大學(xué)生是高校課堂教學(xué)活動(dòng)的重要參與者。大學(xué)生課堂投入是指大學(xué)生投入到課堂教學(xué)及其活動(dòng)中的狀態(tài),它不僅包括學(xué)生在課堂中表現(xiàn)出的外顯行為,同時(shí)也包括學(xué)生在認(rèn)知和情感方面的投入情況。大學(xué)生課堂投入由課堂認(rèn)知投入、課堂情感投入、課堂行為投入三個(gè)維度構(gòu)成。大學(xué)生課堂投入度則是指大學(xué)生在課堂學(xué)習(xí)中認(rèn)知、情感、行為的投入程度。在研究過程中,首先使用文獻(xiàn)法,對(duì)網(wǎng)絡(luò)資源、CNKI中文論文期刊數(shù)據(jù)庫和EBSCO英文數(shù)據(jù)庫、以及圖書館中書目檢索學(xué)生投入以及課堂投入的相關(guān)文獻(xiàn)資料,并對(duì)這些資料進(jìn)行整理和閱讀,以了解先前研究成果,為調(diào)查量表的編訂提供參考,為研究提供理論依據(jù),確定研究?jī)?nèi)容;其次運(yùn)用訪談法,根據(jù)訪談提綱對(duì)在校大學(xué)生進(jìn)行深度訪談,結(jié)合調(diào)查數(shù)據(jù),對(duì)大學(xué)生課堂投入情況形成更加深刻的認(rèn)識(shí),從不同角度了解大學(xué)生課堂投入的情況,并結(jié)合文獻(xiàn)確定量表內(nèi)容;最后運(yùn)用問卷法,使用《大學(xué)生課堂投入量表》和《大學(xué)生課堂投入個(gè)人影響因素量表》分別對(duì)大學(xué)生課堂投入情況以及課堂投入的個(gè)人影響因素進(jìn)行調(diào)查,了解高校大學(xué)生課堂投入的現(xiàn)狀和其個(gè)人影響因素,分析課堂投入中存在的問題,針對(duì)問題提出有針對(duì)性的建議。量表具有非常好的內(nèi)部一致性信度和效度。研究發(fā)現(xiàn),在大學(xué)生課堂投入的三個(gè)維度中,課堂行為投入度最高,課堂認(rèn)知投入度次之,課堂情感投入度最低。大學(xué)生在課堂投入中,在行為和認(rèn)知上的投入更多,而情感的投入比較少。課堂投入在性別、年級(jí)、所學(xué)專業(yè)、擔(dān)任班干部情況、學(xué)習(xí)成績(jī)等因素上均存在差異�？傮w上看,大學(xué)生課堂投入水平一般,投入度有待提高,且存在許多問題,主要表現(xiàn)在以下幾個(gè)方面:一、認(rèn)知投入:計(jì)劃調(diào)節(jié)性差,學(xué)習(xí)依賴性強(qiáng);反思總結(jié)不足,學(xué)習(xí)缺乏靈活性。二、情感投入:學(xué)生缺乏學(xué)習(xí)興趣,內(nèi)部動(dòng)機(jī)不足;成就感不足;三、行為投入:聽講專注度較差;課堂討論欠缺。大學(xué)生投入課堂的個(gè)人影響因素主要有:對(duì)課程的興趣、父母的期望、學(xué)生對(duì)自己的學(xué)業(yè)期望、學(xué)業(yè)成就感等;大學(xué)生不投入課堂的個(gè)人影響因素主要有:課前準(zhǔn)備不足、不理解課堂教學(xué)內(nèi)容、擔(dān)心教師批評(píng)等。針對(duì)大學(xué)生課堂投入中存在的問題,為提高大學(xué)生課堂投入度,提出以下建議:培養(yǎng)學(xué)習(xí)策略,提高學(xué)生自主學(xué)習(xí)能力;創(chuàng)設(shè)反思性學(xué)習(xí)情境,引導(dǎo)學(xué)生反思;激發(fā)興趣,培養(yǎng)學(xué)生內(nèi)在學(xué)習(xí)動(dòng)機(jī);設(shè)置難度適當(dāng)?shù)娜蝿?wù),提升學(xué)生成就感;增強(qiáng)教師教學(xué)能力,提高學(xué)生學(xué)習(xí)專注力;強(qiáng)化學(xué)習(xí)責(zé)任感,提高討論投入度。
[Abstract]:Improving the quality of teaching is the core task of the development of higher education, and the quality of higher education depends to a large extent on the quality and efficiency of classroom teaching. Classroom is the main channel of teaching in colleges and universities, and college students are important participants in classroom teaching activities in colleges and universities. College students' classroom investment refers to the state of college students' input into classroom teaching and their activities, which includes not only the explicit behavior of students in the classroom, but also the cognitive and emotional input of students. College students' classroom investment consists of three dimensions: classroom cognitive input, classroom emotional input and classroom behavior input. The degree of college students' classroom investment refers to the degree of cognition, emotion and behavior of college students in classroom learning. In the course of the research, first of all, we use the literature method to use the network resources, CNKI Chinese thesis periodical database and EBSCO English database, as well as the bibliographic retrieval student input and the classroom input related literature in the library. And these data are sorted out and read in order to understand the previous research results, to provide reference for the compilation of the survey scale, to provide theoretical basis for the study, to determine the content of the study; Secondly, using the interview method, according to the interview outline to conduct in-depth interviews with college students, combined with the survey data, form a deeper understanding of college students' classroom investment, and understand the situation of college students' classroom investment from different angles. And combined with the literature to determine the content of the scale; Finally, the questionnaire method was used to investigate the classroom input of college students and the personal influencing factors of classroom investment by using the scale of College students' classroom input and the scale of personal influencing factors of College students' classroom input. This paper understands the present situation of college students' classroom investment and its personal influencing factors, analyzes the problems existing in classroom investment, and puts forward some suggestions for the problems. The scale has very good internal consistency reliability and validity. It is found that among the three dimensions of college students' classroom investment, classroom behavior investment is the highest, classroom cognitive input is the second, and classroom emotional input is the lowest. College students invest more in behavior and cognition, but less in emotion. There are differences in gender, grade, major, class cadre, academic achievement and other factors. Generally speaking, the level of college students' classroom investment needs to be improved, and there are many problems, which are mainly manifested in the following aspects: first, cognitive input: poor planning adjustment, strong dependence on learning; Lack of reflection and summary, lack of flexibility in learning. Second, emotional input: students lack interest in learning, lack of internal motivation; lack of achievement; third, behavior input: poor attention to listening to lectures; lack of classroom discussion. The main influencing factors of college students' involvement in the classroom are: interest in the curriculum, parents' expectations, students' academic expectations, academic achievement and so on. The main personal influencing factors of college students not participating in the classroom are: insufficient preparation before class, not understanding the content of classroom teaching, worrying about teachers' criticism and so on. In view of the problems existing in college students' classroom investment, in order to improve the degree of college students' classroom investment, the following suggestions are put forward: cultivating learning strategies, improving students' autonomous learning ability, creating reflective learning situation and guiding students to reflect; Stimulate interest, cultivate students' internal learning motivation; set up difficult tasks to improve students' sense of achievement; enhance teachers' teaching ability and students' ability to focus on learning; strengthen their sense of responsibility for learning and improve their degree of engagement in discussion.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G642.4

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