中小学生自感课业负担的理论解释——基于北京调查样本的Logistic多项回归模型分析

发布时间：2018-03-14 16:35

本文选题：自感课业负担　切入点：理论解释　出处：《基础教育》2016年05期 　论文类型：期刊论文

【摘要】："客观说"和"建构说"是研究课业负担原因的两类取向。基于2014年北京中小学生的实证调查数据,建立了囊括"客观说""建构说"的Logistic多项回归模型。模型的结果证实了基于"客观说"的一些假设,例如学习成绩好的学生自感负担程度较低;教师质量高,学生自感负担轻;学校课程选择性高,学生课业负担也相对较轻。同时,Logistic多项回归模型也证实了"建构说"的一些假设,例如学生预期学历水平越高,自感负担越重;应试压力较强的学生,自感负担较重;体现学习态度的学习价值感、学习快乐感也对学生自感负担程度有显著影响。Logistic多项回归结果表明,作为一种客观"实在","课业负担"在中小学生中确实存在(客观说);然而学生对此的感受则会有强弱差异(建构说)。基于此,笔者提出"课业负担感"的概念,试图整合"客观说"和"建构说"两种观点。相比于传统的"课业负担"概念,笔者认为"课业负担感"这一概念提供了更为广阔的理论研究空间,对于"政策"导向的减负策略研究也富有价值。
[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.
【作者单位】：首都师范大学教育学院;
【基金】：首都教育发展协同创新中心2014年立项课题“北京市中小学课业负担现状与对策研究”阶段性成果之一(项目编号:2014JZ002)
【分类号】：G632.0

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