本文選題：親師互動 + 維度　； 參考：《北京師范大學(xué)》2007年博士論文

【摘要】： 教師、家長是學(xué)生成長中的重要他人,教師與家長關(guān)系的存在是以學(xué)生為紐帶的,因此,發(fā)生在家長與教師相互之間的社會行為對正在成長的學(xué)生必然會產(chǎn)生影響作用。本研究以712名家長(其中實驗班和控制班各61名)、347名教師、522名初中學(xué)生為研究對象,運用訪談法、問卷法和干預(yù)法,研究分析以下問題:(1)探討我國初中階段親師互動結(jié)構(gòu)維度,并編制親師互動評價問卷(家長版和教師版);(2)全面考察目前親師互動基本現(xiàn)狀;(3)考察親師互動三維度變量分別對學(xué)生心理健康和學(xué)習(xí)品質(zhì)的影響作用;(4)考察通過親師互動訓(xùn)練對學(xué)生心理健康和學(xué)習(xí)品質(zhì)的影響效果。 基于上述研究目的,采用驗證性因素分析、探索性因素分析、方差分析、相關(guān)分析的差異性檢驗、多層協(xié)方差結(jié)構(gòu)模型等多種適合的統(tǒng)計分析。主要得到以下結(jié)論:1本研究中自編的《親師互動評價問卷》家長版和教師版都由三個維度,即認知互動、情感互動和策略互動組成。該問卷具有較好的信度和效度,可在我國大中城市中學(xué)使用。2初中學(xué)校家長和教師的親師互動整體上處于中等水平,其中教師水平略高于家長。親師互動在認知互動維度上存在性別差異,女性好于男性,而在情感互動和策略互動兩維度上沒有顯著差異;父母文化程度會影響親師互動的質(zhì)量,文化程度越高,親師互動水平越高。3家長親師互動認知和情感因素對學(xué)生心理健康都有直接影響。在學(xué)習(xí)品質(zhì)方面,除學(xué)習(xí)內(nèi)歸因受認知因素直接影響外,認知和情感因素都對學(xué)習(xí)興趣和學(xué)習(xí)外歸因有直接影響作用。家長親師認知和情感因素通過心理健康對學(xué)生學(xué)習(xí)興趣和學(xué)習(xí)情緒有間接影響作用(除情感因素對學(xué)習(xí)外歸因影響外)。但是,家長親師互動策略因素對學(xué)生的心理健康和學(xué)習(xí)品質(zhì)既沒有直接影響,又無間接影響。4教師親師互動認知、情感和策略因素對學(xué)生心理健康都有顯著的直接影響,在學(xué)習(xí)品質(zhì)方面,親師互動認知因素直接對學(xué)習(xí)興趣、學(xué)習(xí)情緒、學(xué)習(xí)外歸因和內(nèi)歸因有顯著影響;親師互動情感因素直接對學(xué)習(xí)興趣、學(xué)習(xí)信心、學(xué)習(xí)情緒和學(xué)習(xí)外歸因有顯著影響;親師互動策略因素直接對學(xué)習(xí)信心、學(xué)習(xí)外歸因有顯著影響;親師互動認知因素通過心理健康對學(xué)習(xí)興趣、學(xué)習(xí)情緒有間接影響;親師互動情感和策略因素通過心理健康對學(xué)習(xí)興趣、學(xué)習(xí)情緒和學(xué)習(xí)外歸因有間接的作用。5本研究中設(shè)計的《親師互動訓(xùn)練方案》對于提高親師互動中家長的認知互動、情感互動和策略互動能力有明顯的促進作用。訓(xùn)練后,實驗班和控制班的家長在各項評價內(nèi)容上出現(xiàn)顯著差異,實驗班的認知互動、情感互動和策略互動都顯著好于控制班;與控制班學(xué)生相比,實驗班學(xué)生心理健康中的情緒性、社會適應(yīng)和軀體性均顯著高于控制班;實驗班學(xué)生學(xué)習(xí)品質(zhì)中的學(xué)習(xí)情緒、學(xué)習(xí)興趣、學(xué)習(xí)內(nèi)歸因均顯著高于控制班;實驗班學(xué)生對教師評價中的“師生關(guān)系”好于控制班;實驗班學(xué)生對家長評價中的親子關(guān)系和教養(yǎng)方式好于控制班;對教師和家長在訓(xùn)練過程中所做的訓(xùn)練感受記錄的質(zhì)化分析也證實了上述結(jié)論。 本研究還提出了一些有待進一步研究的問題。
[Abstract]:Teachers, parents are important people in the growth of students, and the relationship between teachers and parents is the bond of students. Therefore, the social behavior between parents and teachers is bound to have an impact on the growing students. This study takes 712 parents (including 61 experimental classes and control classes), 347 teachers and 522 junior high schools. Students, using interview method, questionnaire method and intervention method, study and analyze the following questions: (1) discuss the interaction structure dimension of parents and teachers in junior middle school, and compile the questionnaire of parental teacher interaction (parent version and teacher's Edition); (2) examine the present situation of the interaction basis of parents and teachers in an all-round way; (3) examine the psychology of students' interaction of three dimensions to students' psychology, respectively. The influence of health and learning quality; (4) to investigate the effect of parent teacher interaction training on students' mental health and learning quality.
Based on the above research purposes, we use confirmatory factor analysis, exploratory factor analysis, variance analysis, correlation analysis difference test, multi-layer covariance structure model and other suitable statistical analysis. The main results are as follows: 1 the self compiled "parental Teacher Interaction Evaluation Questionnaire > parent version" and "Teacher Edition" in this study are three dimensions, namely cognition The questionnaire has good reliability and validity, and it can be used in the Middle School of.2 junior high school parents and teachers in middle school in China. The level of teachers is slightly higher than that of parents. There is no significant difference between the two dimensions of emotional interaction and strategic interaction. Parents' educational level will affect the quality of the interaction between parents and teachers, the higher the level of culture, the higher the level of interaction between parents and teachers. The interaction cognition and emotional factors of parents and teachers have direct influence on the mental health of the.3 parents. In learning quality, the learning quality is directly attributable to cognitive factors. Both cognitive and emotional factors have a direct impact on learning interest and learning attribution. Parental teachers' cognitive and emotional factors have indirect effects on students' learning interest and learning emotion through mental health (except the influence of affective factors on learning attribution). The health and learning quality has neither direct impact nor influence on the interaction cognition of teachers and teachers of.4 teachers. Emotional and strategic factors have a significant direct impact on students' mental health. In terms of learning quality, the interaction cognitive factors of teachers and teachers have a significant impact on learning interest, learning emotion, learning attribution and internal attribution. The affective factors have a significant impact on learning interest, learning confidence, learning emotion and learning attribution, and the interaction strategy factors have a significant impact on learning confidence and learning attribution. Health has an indirect effect on learning interest, learning emotion and learning attribution..5 "parental teacher interaction training program" designed in this study has a significant effect on improving parents' cognitive interaction, emotional interaction and strategic interaction in the interaction of parents. After training, parents of the experimental class and control class appear on various evaluation contents. The cognitive interaction, emotional interaction and strategic interaction in the experimental class were significantly better than the control class. Compared with the control class, the emotional, social adaptation and physical nature of the experimental class students were significantly higher than those in the control class, and the learning emotion, learning interest and internal attribution in the learning quality of the experimental class were significantly higher than those in the control class. The "teacher-student relationship" in the teacher evaluation of the experimental class was better than that in the control class. The parents and children's relationship and the way of parenting in the experimental class were better than the control class. The qualitative analysis of the training experience recorded by teachers and parents in the training process also confirmed the above conclusions.
This study also raises some questions to be further studied.

【學(xué)位授予單位】：北京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G459

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本文編號：1772970