小学生的课堂目标结构知觉、课堂沟通焦虑与课堂参与的关系

发布时间：2018-05-28 01:14

本文选题：小学生 + 课堂目标结构　；参考：《四川师范大学》2009年硕士论文

【摘要】： 近些年来,课堂参与理论受到国内外教育界的关注,国内外学者对课堂参与的问题进行了大量的研究,形成了较为丰富的研究成果,本研究借鉴已有研究的基础上编制了《小学生课堂参与问卷》和《小学生课堂沟通焦虑问卷》,探讨了小学生课堂参与的影响因素,并对小学生课堂目标结构知觉、课堂沟通焦虑与课堂参与的关系做了研究。本研究先后随机抽取了成都市129名和493名小学生作为样本,对编制的《小学生课堂沟通焦虑问卷》以及《小学生课堂参与问卷》进行了分析和验证。结果发现:(1)《小学生课堂沟通焦虑问卷》包含5个课堂沟通情境,这5个情境同属于一个维度——沟通焦虑,符合初始的理论构想;(2)《小学生课堂参与问卷》包含两个维度,即行为参与、认知参与,也符合初始的理论构想;(3)所编制的这两个问卷具有较好的信度和效度。本研究以《课堂目标定向量表》、《小学生课堂沟通焦虑问卷》、《小学生课堂参与问卷》为研究工具,对成都市493名小学生进行问卷调查,探讨小学生课堂参与的特点和课堂目标结构、课堂沟通焦虑与课堂参与的关系。通过平均数与标准差、T检验及方差分析发现,小学生课堂目标结构知觉的特点有:(1)学生的课堂目标结构知觉存在性别差异,女生的课堂掌握性目标定向知觉得分高于男生;男生的表现性目标定向知觉得分高于女生;(2)学生的课堂表现性目标知觉存在年级差异,随着年级的升高,学生的表现性目标定向知觉得分也在升高。通过相关分析、回归分析及结构方程的分析,在学生的课堂目标结构知觉、课堂沟通焦虑与课堂参与的关系上发现:(1)学生的课堂掌握性目标定向知觉与其课堂沟通焦虑水平有显著负相关,学生的课堂掌握性目标定向知觉对其课堂沟通焦虑的水平有负向预测作用;(2)学生的课堂掌握性目标定向知觉与其课堂参与水平有显著正相关,学生的课堂掌握性目标定向知觉对其课堂参与的水平有正向预测作用;(3)学生的课堂沟通焦虑水平与其课堂参与水平有显著负相关,学生课堂沟通焦虑水平的高低对其课堂参与水平的高低有负向预测作用;(4)课堂沟通焦虑是学生的课堂掌握性目标定向知觉影响其课堂参与的中介变量。
[Abstract]:In recent years, the theory of classroom participation has attracted the attention of the educational circles at home and abroad, and scholars at home and abroad have carried out a lot of research on the problem of classroom participation, which has resulted in relatively rich research results. Based on the previous studies, this study compiled the questionnaire for Primary School students' classroom participation and the questionnaire for Primary School students' classroom Communication anxiety, and discussed the influencing factors of pupils' classroom participation, and perceived the structure of pupils' classroom goals. The relationship between classroom communication anxiety and classroom participation is studied. In this study 129 pupils and 493 pupils were randomly selected as samples to analyze and verify the questionnaire of classroom communication anxiety of primary school students and the questionnaire of primary school students' classroom participation. The results showed that: (1) the questionnaire for Primary School students' classroom Communication anxiety contains five classroom communication situations, which belong to the same dimension-communication anxiety, which accords with the initial theoretical conception.) the questionnaire for Primary School students' classroom participation contains two dimensions. The two questionnaires, which are behavioral participation, cognitive participation, and also accord with the initial theoretical conception, have good reliability and validity. In this study, 493 pupils in Chengdu were investigated with the classroom goal orientation scale, the classroom Communication anxiety questionnaire and the classroom participation questionnaire. This paper discusses the characteristics of primary school students' classroom participation, the structure of classroom objectives, and the relationship between classroom communication anxiety and classroom participation. Through the average and standard deviation T test and variance analysis, it is found that the characteristics of pupils' perception of classroom goal structure are: 1) there are gender differences in students' perception of classroom goal structure, and the score of female students' perception of classroom mastery goal orientation is higher than that of male students; The scores of expressive goal orientation perception of boys were higher than that of girls (2) there were grade differences in students' performance goal perception, and with the increase of grade, students' performance goal orientation perception scores also increased. Through the correlation analysis, regression analysis and structural equation analysis, the students in the classroom goal structure perception, On the relationship between classroom communication anxiety and classroom participation, it is found that there is a significant negative correlation between students' perception of classroom mastery goal orientation and their level of classroom communication anxiety. Students' perception of classroom mastery goal orientation has a negative predictive effect on their level of classroom communication anxiety. (2) there is a significant positive correlation between students' perception of classroom mastery goal orientation and their level of classroom participation. Students' perception of mastery goal orientation has a positive predictive effect on their level of classroom participation. (3) students' level of classroom communication anxiety is negatively correlated with their level of classroom participation. The level of students' anxiety in classroom communication has a negative predictive effect on their level of classroom participation. (4) classroom communication anxiety is an intermediate variable for students' perception of mastery goal orientation to influence their participation in class.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G444;G622.4

【引证文献】