發(fā)布時(shí)間：2018-05-28 01:14

  本文選題：小學(xué)生 + 課堂目標(biāo)結(jié)構(gòu)　； 參考：《四川師范大學(xué)》2009年碩士論文

【摘要】： 近些年來(lái),課堂參與理論受到國(guó)內(nèi)外教育界的關(guān)注,國(guó)內(nèi)外學(xué)者對(duì)課堂參與的問(wèn)題進(jìn)行了大量的研究,形成了較為豐富的研究成果,本研究借鑒已有研究的基礎(chǔ)上編制了《小學(xué)生課堂參與問(wèn)卷》和《小學(xué)生課堂溝通焦慮問(wèn)卷》,探討了小學(xué)生課堂參與的影響因素,并對(duì)小學(xué)生課堂目標(biāo)結(jié)構(gòu)知覺(jué)、課堂溝通焦慮與課堂參與的關(guān)系做了研究。 本研究先后隨機(jī)抽取了成都市129名和493名小學(xué)生作為樣本,對(duì)編制的《小學(xué)生課堂溝通焦慮問(wèn)卷》以及《小學(xué)生課堂參與問(wèn)卷》進(jìn)行了分析和驗(yàn)證。結(jié)果發(fā)現(xiàn):(1)《小學(xué)生課堂溝通焦慮問(wèn)卷》包含5個(gè)課堂溝通情境,這5個(gè)情境同屬于一個(gè)維度——溝通焦慮,符合初始的理論構(gòu)想;(2)《小學(xué)生課堂參與問(wèn)卷》包含兩個(gè)維度,即行為參與、認(rèn)知參與,也符合初始的理論構(gòu)想;(3)所編制的這兩個(gè)問(wèn)卷具有較好的信度和效度。 本研究以《課堂目標(biāo)定向量表》、《小學(xué)生課堂溝通焦慮問(wèn)卷》、《小學(xué)生課堂參與問(wèn)卷》為研究工具,對(duì)成都市493名小學(xué)生進(jìn)行問(wèn)卷調(diào)查,探討小學(xué)生課堂參與的特點(diǎn)和課堂目標(biāo)結(jié)構(gòu)、課堂溝通焦慮與課堂參與的關(guān)系。通過(guò)平均數(shù)與標(biāo)準(zhǔn)差、T檢驗(yàn)及方差分析發(fā)現(xiàn),小學(xué)生課堂目標(biāo)結(jié)構(gòu)知覺(jué)的特點(diǎn)有:(1)學(xué)生的課堂目標(biāo)結(jié)構(gòu)知覺(jué)存在性別差異,女生的課堂掌握性目標(biāo)定向知覺(jué)得分高于男生;男生的表現(xiàn)性目標(biāo)定向知覺(jué)得分高于女生;(2)學(xué)生的課堂表現(xiàn)性目標(biāo)知覺(jué)存在年級(jí)差異,隨著年級(jí)的升高,學(xué)生的表現(xiàn)性目標(biāo)定向知覺(jué)得分也在升高。 通過(guò)相關(guān)分析、回歸分析及結(jié)構(gòu)方程的分析,在學(xué)生的課堂目標(biāo)結(jié)構(gòu)知覺(jué)、課堂溝通焦慮與課堂參與的關(guān)系上發(fā)現(xiàn):(1)學(xué)生的課堂掌握性目標(biāo)定向知覺(jué)與其課堂溝通焦慮水平有顯著負(fù)相關(guān),學(xué)生的課堂掌握性目標(biāo)定向知覺(jué)對(duì)其課堂溝通焦慮的水平有負(fù)向預(yù)測(cè)作用;(2)學(xué)生的課堂掌握性目標(biāo)定向知覺(jué)與其課堂參與水平有顯著正相關(guān),學(xué)生的課堂掌握性目標(biāo)定向知覺(jué)對(duì)其課堂參與的水平有正向預(yù)測(cè)作用;(3)學(xué)生的課堂溝通焦慮水平與其課堂參與水平有顯著負(fù)相關(guān),學(xué)生課堂溝通焦慮水平的高低對(duì)其課堂參與水平的高低有負(fù)向預(yù)測(cè)作用;(4)課堂溝通焦慮是學(xué)生的課堂掌握性目標(biāo)定向知覺(jué)影響其課堂參與的中介變量。
[Abstract]:In recent years, the theory of classroom participation has attracted the attention of the educational circles at home and abroad, and scholars at home and abroad have carried out a lot of research on the problem of classroom participation, which has resulted in relatively rich research results. Based on the previous studies, this study compiled the questionnaire for Primary School students' classroom participation and the questionnaire for Primary School students' classroom Communication anxiety, and discussed the influencing factors of pupils' classroom participation, and perceived the structure of pupils' classroom goals. The relationship between classroom communication anxiety and classroom participation is studied. In this study 129 pupils and 493 pupils were randomly selected as samples to analyze and verify the questionnaire of classroom communication anxiety of primary school students and the questionnaire of primary school students' classroom participation. The results showed that: (1) the questionnaire for Primary School students' classroom Communication anxiety contains five classroom communication situations, which belong to the same dimension-communication anxiety, which accords with the initial theoretical conception.) the questionnaire for Primary School students' classroom participation contains two dimensions. The two questionnaires, which are behavioral participation, cognitive participation, and also accord with the initial theoretical conception, have good reliability and validity. In this study, 493 pupils in Chengdu were investigated with the classroom goal orientation scale, the classroom Communication anxiety questionnaire and the classroom participation questionnaire. This paper discusses the characteristics of primary school students' classroom participation, the structure of classroom objectives, and the relationship between classroom communication anxiety and classroom participation. Through the average and standard deviation T test and variance analysis, it is found that the characteristics of pupils' perception of classroom goal structure are: 1) there are gender differences in students' perception of classroom goal structure, and the score of female students' perception of classroom mastery goal orientation is higher than that of male students; The scores of expressive goal orientation perception of boys were higher than that of girls (2) there were grade differences in students' performance goal perception, and with the increase of grade, students' performance goal orientation perception scores also increased. Through the correlation analysis, regression analysis and structural equation analysis, the students in the classroom goal structure perception, On the relationship between classroom communication anxiety and classroom participation, it is found that there is a significant negative correlation between students' perception of classroom mastery goal orientation and their level of classroom communication anxiety. Students' perception of classroom mastery goal orientation has a negative predictive effect on their level of classroom communication anxiety. (2) there is a significant positive correlation between students' perception of classroom mastery goal orientation and their level of classroom participation. Students' perception of mastery goal orientation has a positive predictive effect on their level of classroom participation. (3) students' level of classroom communication anxiety is negatively correlated with their level of classroom participation. The level of students' anxiety in classroom communication has a negative predictive effect on their level of classroom participation. (4) classroom communication anxiety is an intermediate variable for students' perception of mastery goal orientation to influence their participation in class.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G444;G622.4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 宋翠利;小學(xué)生課堂參與、自我概念與學(xué)業(yè)成績(jī)的關(guān)系研究[D];河南師范大學(xué);2011年

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本文編號(hào)：1944607