课程学习评价与不同学科本科生学习之间的关系

发布时间：2019-03-27 15:40

【摘要】：基于《中国大学生学习与发展追踪研究调查问卷2011》,使用结构方程模型对比分析课程学习评价与不同学科本科生学习过程和学业成果之间的关系,结果表明:课程学习评价与不同学科学生学习之间存在复杂的关系,这种复杂的关系又因不同的评价方式和学习的不同方面而不同。其中,"论文/报告写作"对文科和社科学生学习的影响大于对理科和工科学生的影响;"教师反馈"对文科学生学习态度、学习策略和学习行为投入的直接效应最大,对其学业成果产生的间接效应也最大;与考试相关的"考试内容"和"成绩排名"对理科和工科学生学习态度、学习策略和学习行为投入的直接效应均大于对文科和社科学生的直接效应。因此,在本科教学中应针对不同学科的特点实施不同的课程学习评价。
[Abstract]:Based on the questionnaire 2011 of follow-up Research on Learning and Development of Chinese College students, this paper analyzes the relationship between course learning evaluation and learning process and academic achievement of undergraduates in different disciplines by using structural equation model to compare and analyze the relationship between curriculum learning evaluation and learning process and academic achievement. The results show that there is a complex relationship between the evaluation of curriculum learning and the study of different subjects, and this complex relationship varies according to different evaluation methods and different aspects of learning. Among them, the influence of "thesis / report writing" on students of liberal arts and social sciences is greater than that of students of science and engineering. "teacher feedback" has the biggest direct effect on students' learning attitude, learning strategy and learning behavior, and the most indirect effect on their academic achievements. The direct effects of "test content" and "score ranking" on learning attitude, learning strategy and learning behavior of science and engineering students are greater than those on liberal arts and social science students. Therefore, different curriculum learning evaluation should be carried out according to the characteristics of different subjects in undergraduate teaching.
【作者单位】：山西大学高等教育研究所;清华大学教育研究院;
【分类号】：G642.0

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