多学科视阈下理想信念课堂教学实效性研究

发布时间：2019-06-15 09:24

【摘要】：本研究的目的是对理想信念课堂教学实效性进行现状调查,在现状调查结论的基础上,融合量子物理学、社会心理学以及正向心理学的相关理论,探索理想信念课堂教学有效作用的内在机制和理想信念课堂教学的实证研究路径。本研究在前人研究的基础上,自编《理想信念课堂教学实效性现状的调查问卷》和《大学生对理想信念课堂教学期待的访谈问卷》。通过对成都市4所公立高校的800名学生进行问卷调查,采用SPSS 22.0统计软件,对数据进行了描述性统计分析、t检验、单因素方差分析以及逐步回归分析,得出理想信念课堂教学实效性的现状:(1)理想信念课堂教学实效性的总体状况不太理想。(2)理想信念课堂教学实效性的总体评价在不同学校类型和中共党员变量方面不存在显著性差异,在不同年级、不同性别、不同专业、学生干部变量、独生子女变量、生源地变量方面存在显著性差异。(3)理想信念课堂教学的目标在独生子女变量方面不存在显著性差异,在不同学校类型、不同年级、不同性别、不同专业、学生干部变量、中共党员变量、生源地变量方面存在显著性差异。在查阅相关文献资料和现状调查结果的基础上,编写理想信念课堂教学的方案,通过实验班和对照班的对比实验对理想信念课堂教学实效性的内在作用机制进行干预研究。通过对量表数据的统计分析,发现实验班前测和后测的结果存在显著差异,且后测的平均分显著高于前测的平均分;同时,实验班后测和对照班的结果也存在显著差异,且实验班后测的平均分显著高于对照班的平均分,这说明本研究对理想信念课堂教学实效性的干预是有效的。由此可知,能量场的构建、积极情绪的体验、自我效能感的提升以及目标思维、动力思维和方法思维的强化是理想信念课堂教学有效作用的内在机制。
[Abstract]:The purpose of this study is to investigate the effectiveness of ideal and belief classroom teaching, and to explore the internal mechanism of the effective role of ideal and belief classroom teaching and the empirical research path of ideal and belief classroom teaching by combining the relevant theories of quantum physics, social psychology and positive psychology. On the basis of previous studies, this study designed the questionnaire on the effectiveness of ideal and belief classroom Teaching and the interview questionnaire for College students' expectation of ideal and belief classroom Teaching. A questionnaire survey was conducted among 800 students from 4 public colleges and universities in Chengdu. Descriptive statistical analysis, t test, single factor variance analysis and stepwise regression analysis were carried out by using SPSS 22.0 statistical software. It is concluded that the present situation of the effectiveness of ideal and belief classroom teaching is as follows: (1) the overall situation of the effectiveness of ideal and belief classroom teaching is not ideal. (2) there is no significant difference in the overall evaluation of the effectiveness of ideal and belief classroom teaching in different school types and the variables of Communist Party members, in different grades, different genders, different majors, student cadres, one-child variables, There are significant differences in the variables of the source of students. (3) there are no significant differences in the variables of the only child in the classroom teaching of ideal and belief, but there are significant differences in the variables of different school types, different grades, different genders, different majors, student cadres, Communist Party members and student source variables. On the basis of consulting the relevant literature and the investigation results of the present situation, this paper compiles the scheme of ideal and belief classroom teaching, and interferes with the internal function mechanism of the effectiveness of ideal and belief classroom teaching through the comparative experiment between the experimental class and the control class. Through the statistical analysis of the scale data, it is found that there is a significant difference between the results of the pre-test and the post-test, and the average score of the post-test is significantly higher than that of the pre-test. At the same time, the results of the post-test and the control class are also significantly different, and the average score of the post-test of the experimental class is significantly higher than the average score of the control class, which shows that the intervention of this study on the effectiveness of ideal and belief classroom teaching is effective. It can be seen that the construction of energy field, the experience of positive emotion, the promotion of self-efficacy and the strengthening of goal thinking, dynamic thinking and methodological thinking are the internal mechanisms of the effective role of ideal and belief classroom teaching.
【学位授予单位】：西华大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G641

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