大学生课堂投入度及个人影响因素研究

发布时间：2019-06-02 03:14

【摘要】：提高教学质量是高等教育发展的核心任务,而高等教育质量的高低在很大程度上取决于课堂教学的质量和效率。课堂是高校教学的主要渠道,大学生是高校课堂教学活动的重要参与者。大学生课堂投入是指大学生投入到课堂教学及其活动中的状态,它不仅包括学生在课堂中表现出的外显行为,同时也包括学生在认知和情感方面的投入情况。大学生课堂投入由课堂认知投入、课堂情感投入、课堂行为投入三个维度构成。大学生课堂投入度则是指大学生在课堂学习中认知、情感、行为的投入程度。在研究过程中,首先使用文献法,对网络资源、CNKI中文论文期刊数据库和EBSCO英文数据库、以及图书馆中书目检索学生投入以及课堂投入的相关文献资料,并对这些资料进行整理和阅读,以了解先前研究成果,为调查量表的编订提供参考,为研究提供理论依据,确定研究内容;其次运用访谈法,根据访谈提纲对在校大学生进行深度访谈,结合调查数据,对大学生课堂投入情况形成更加深刻的认识,从不同角度了解大学生课堂投入的情况,并结合文献确定量表内容;最后运用问卷法,使用《大学生课堂投入量表》和《大学生课堂投入个人影响因素量表》分别对大学生课堂投入情况以及课堂投入的个人影响因素进行调查,了解高校大学生课堂投入的现状和其个人影响因素,分析课堂投入中存在的问题,针对问题提出有针对性的建议。量表具有非常好的内部一致性信度和效度。研究发现,在大学生课堂投入的三个维度中,课堂行为投入度最高,课堂认知投入度次之,课堂情感投入度最低。大学生在课堂投入中,在行为和认知上的投入更多,而情感的投入比较少。课堂投入在性别、年级、所学专业、担任班干部情况、学习成绩等因素上均存在差异。总体上看,大学生课堂投入水平一般,投入度有待提高,且存在许多问题,主要表现在以下几个方面:一、认知投入:计划调节性差,学习依赖性强;反思总结不足,学习缺乏灵活性。二、情感投入:学生缺乏学习兴趣,内部动机不足;成就感不足;三、行为投入:听讲专注度较差;课堂讨论欠缺。大学生投入课堂的个人影响因素主要有:对课程的兴趣、父母的期望、学生对自己的学业期望、学业成就感等;大学生不投入课堂的个人影响因素主要有:课前准备不足、不理解课堂教学内容、担心教师批评等。针对大学生课堂投入中存在的问题,为提高大学生课堂投入度,提出以下建议:培养学习策略,提高学生自主学习能力;创设反思性学习情境,引导学生反思;激发兴趣,培养学生内在学习动机;设置难度适当的任务,提升学生成就感;增强教师教学能力,提高学生学习专注力;强化学习责任感,提高讨论投入度。
[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.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.4

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