發(fā)布時間：2018-05-08 18:35

  本文選題：小學生 + 教師差別行為　； 參考：《山西大學》2015年碩士論文

【摘要】：步入小學階段的兒童,其主要的活動已由游戲轉向了學習,尤其對于高年級段的小學生而言,學習已然成為他們生活的重要部分。一直以來,學生的學習受到了廣泛關注。對于鄉(xiāng)村小學生而言,學習更是成為許多家長期盼孩子改變命運的重要出路之一。學習成績是反映學生學習效果、認知情感發(fā)展的一個重要依據,因而,關注鄉(xiāng)村小學生學習成績及其影響因素具有重要的意義。由于小學生主要活動及交往對象的轉變,其內心的權威中心已慢慢由家長向教師轉變。教師課堂內外的行為態(tài)度會更為敏感地為小學生所知覺,而當知覺到來自教師的差別行為對待時,它會對學生在完成學習任務、達到學習效果的過程中所產生的情緒體驗及內心感受造成影響,這里的情緒體驗即為學業(yè)情緒。學業(yè)情緒是學生在學習時,因參與學習活動、面對獲得的學習成果時產生的情緒感受。作為一個與教學、學習活動關系密切的主觀因素,學業(yè)情緒在對學生的學習活動情感體驗及學習成績產生影響的同時,也會對學生的身心健康全面發(fā)展起到十分重要的作用。由此,本研究將關注教師差別行為、學業(yè)情緒與小學生學習成績之間的關系。研究選取運城市某鄉(xiāng)鎮(zhèn)區(qū)域內9所鄉(xiāng)村小學五、六年級493名學生作為研究對象,采用問卷調查法對學生的相關現(xiàn)狀進行調查。此次調查選用范麗恒編制的教師差別行為問卷、王妍的小學生學業(yè)情緒問卷及一次期中考試的語文、數(shù)學、英語三門成績作為研究工具。利用各種統(tǒng)計方法對數(shù)據進行處理,以此探究鄉(xiāng)村小學生教師差別行為、學業(yè)情緒的現(xiàn)狀,并分析教師差別行為、學業(yè)情緒、學習成績間的作用機制,結果表明：1.在教師差別行為方面,女生知覺到的情感支持、機會特權顯著高于男生,而知覺到的負性反饋顯著低于男生；高處境學生(班干部、高分組)知覺到的情感支持、機會特權顯著高于低處境學生(非班干部、低分組),而知覺到的負性反饋顯著低于低處境學生；同時,高分組學生能夠知覺到的指導控制顯著低于低分組。2.在學業(yè)情緒方面,女生在積極高(低)喚醒上得分顯著高于男生,在消極高(低)喚醒上顯著低于男生；高處境的學生(班干部、高分組)體驗到的積極學業(yè)情緒顯著高于低處境學生,體驗到的消極學業(yè)情緒顯著低于低處境學生。3.在教師差別行為、學業(yè)情緒與學習成績的關系方面,教師差別行為不僅可以直接影響學生學習成績,還可以通過學業(yè)情緒的不完全中介作用來影響學習成績。具體表現(xiàn)為：教師差別行為中的指導控制可以通過積極低喚醒的不完全中介作用影響學習成績；負性反饋在消極低喚醒的不完全中介作用下對學習成績產生影響；情感支持可以通過積極低喚醒、消極低喚醒的不完全中介作用影響學習成績。
[Abstract]:For children in primary school, their main activities have shifted from play to learning, especially for senior pupils, learning has become an important part of their lives. All along, the student's study has received the widespread attention. For rural pupils, learning has become one of the most important ways for many parents to expect their children to change their lives. Learning achievement is an important basis to reflect students' learning effect and cognitive affective development. Therefore, it is of great significance to pay attention to rural primary school students' learning achievement and its influencing factors. Due to the change of primary school students' main activities and objects of communication, their inner authority center has gradually changed from parents to teachers. The behavior attitude of the teacher inside and outside the classroom will be more sensitive to the pupils, and when they perceive the different behavior from the teacher, it will help the students to finish the study task. The emotional experience and inner feeling produced in the process of achieving the learning effect have an impact on the emotional experience, which is called academic emotion. Academic emotion is the emotional feeling of students when they are learning, because they participate in learning activities and face the learning results. As a subjective factor closely related to teaching and learning activities, academic emotion not only affects students' emotional experience of learning activities and academic achievement, but also plays an important role in the overall development of students' physical and mental health. Therefore, this study will focus on the relationship between teachers' differential behavior, academic emotion and pupils' academic achievement. In this study, 493 students of grade 5 and 6 in 9 rural primary schools in Yuncheng were selected as the research objects, and the related status of the students was investigated by questionnaire. The questionnaire was designed by Fan Liheng, Wang Yan's questionnaire of pupils' academic emotion and the Chinese, mathematics and English scores of a midterm exam. Using various statistical methods to deal with the data, this paper probes into the present situation of teachers' differential behavior and academic emotion in rural primary school students, and analyzes the mechanism of the action between teachers' differential behavior, academic emotion and academic achievement. The result shows that: 1. In the aspect of teachers' differential behavior, the perceived emotional support of female students was significantly higher than that of male students, while the perceived negative feedback was significantly lower than that of male students, and the emotional support perceived by high-status students (class cadres, high-score groups) was significantly lower than that of male students. The privilege of opportunity was significantly higher than that of the students with low status (non-class cadres, low grouping), but the perceived negative feedback was significantly lower than that of the low case students, and the guidance control perceived by the high score group was significantly lower than that of the low group. 2. In the aspect of academic emotion, the scores of positive high arousal and negative high arousal of girls were significantly higher than those of boys, while those of students with high status were significantly lower than those of boys. The positive academic emotions experienced by the high score group were significantly higher than those of the students in the low status group, and the negative academic emotions were significantly lower than those of the students in the low status group. In the aspect of teachers' differential behavior, the relationship between academic emotion and learning achievement, teachers' differential behavior can not only directly affect the students' learning achievement, but also affect the learning achievement through the incomplete intermediary function of the academic emotion. The results are as follows: the instruction control in teachers' differential behavior can influence learning achievement through the incomplete intermediary function of positive low arousal, negative feedback has influence on learning achievement under the action of negative low arousal incomplete intermediary; Emotional support can affect learning achievement through positive low arousal and negative low arousal.
【學位授予單位】：山西大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G622.0

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本文編號：1862544