积极心理学视域下高中生物理学习体验的调查研究

发布时间：2018-04-23 19:28

本文选题：高中物理 + 学习体验　；参考：《南京师范大学》2017年硕士论文

【摘要】：学习体验是高中生物理学习过程中的重要内容之一,对学生的认知、情绪、动机和行为产生影响,进而影响到物理学习活动和学业成就。但是,纵观学习体验理论研究,目前国内物理教育领域对学习体验认知的解释不足、作用机理的研究相当匮乏,从积极心理学的视角去剖析高中生物理学习体验的研究较少且不够深入;从实践研究来看,实证研究也才刚刚起步,缺乏具有学科知识、丰富领域特征、符合国情和高中物理教学实际的科学、系统的理论指导。综合国内外文献研究基础上,该研究首次从学科层面探讨物理学习体验的影响因素及其作用机理,通过对积极体验与消极体验的区分,对江苏省不同地区的高中生物理学习过程中学习体验的情况进行探查,分析性别、年级与学校性质对物理学习体验的影响,并在此基础上较深入地探讨学习体验与学生个人的自我认识、课堂参与情况、学习能力、学习策略、教学行为、教学反馈和学业成就等的影响机制和作用关系,以此增强对高中生物理学习体验的理论解释力。该研究基于理论思辨和量化研究的研究范式展开,通过自编和修编的《高中生物理学习体验情况调查问卷》进行数据收集、修订工作,同时结合SPSS19.0和AMOS24.0统计软件对数据进行信度和效度检验;运用结构方程模型,结合多种统计方法对高中生物理学习体验情况进行模型拟合和检验分析;在此基础上,运用正式修编定型的《高中生物理学习体验影响因素问卷》对高中生物理学习体验的作用机制进行全模型分析、对学生的自我认识、课堂参与情况、学习能力、学习策略、教学行为、教学反馈等因素之间作用机制和影响路径进行了较为深入检验和分析。基于数据处理,结合访谈结果与理论文献的研究,研究结论如下:1.江苏省各地区高中生物理学习体验总体上较为良好,均在中等以上水平。(1)男生由于性格与文化环境因素较女生进行更多的积极学习体验,性别差异并不造成显著差异。(2)江苏地区理科班高二学生学习体验得分在各个维度上显著高于高一学生,说明学生自我认识和学习氛围有助于促进物理学习体验。(3)物理成绩区间越高学习体验的得分越高,物理学业难度对学习体验具有负向的影响。(4)学校性质对高中生物理学习体验无显著影响,普通高中学生由于学业难度而在学习体验得分上略低于重点高中。2.高中生物理学习体验影响因素的作用机理:(1)高中生物理学习体验影响因素结构中,学生层面上的“课堂参与”、“策略与反馈”与“自我认知”对物理学习体验具有显著的正向影响。学习行为、教师反馈与学生的认知相互作用促进物理积极体验的发生。(2)高中生物理学习体验影响因素结构中,“实验教学”“教师教学”和“归因风格”与物理学习体验无直接显著性相关关系,与理论假设不符。实验教学、归因风格,通过课堂参与和自我认知间接对学习体验产生影响。“实验教学”与“教师教学”对学习体验无显著影响,说明教学活动中与学生产生交互,并进而影响学生情感的行为才会促进学生的积极体验。(3) “策略与反馈”通过多条路径对高中生物理学习体验产生影响。“策略与反馈”与“教师教学”、“实验教学”和“自我认识”具有较高的相关性。而反馈信息作为外部的刺激经由学生的认知与归因系统作用于体验过程。
[Abstract]:Learning experience is one of the important contents of high school students' physical learning process, which affects students' cognition, emotion, motivation and behavior, and then affects the physical learning activities and academic achievements. However, in the study of learning experience theory, the explanation of the understanding of learning experience in the field of Physical Education in China is insufficient and the mechanism of action is studied. From the perspective of positive psychology, the study of high school students' physical learning experience is less and not thorough. From the perspective of practical research, the empirical research is just starting, lack of subject knowledge, rich field characteristics, scientific and systematic theoretical guidance in accordance with national conditions and high school physics teaching. Comprehensive literature research at home and abroad. On the basis of the study, the study explored the influencing factors and mechanism of physical learning experience from the subject level for the first time. Through the distinction between positive and negative experiences, this paper explored the learning experience of high school students in different regions of Jiangsu Province, and analyzed the influence of gender, grade and school nature on the physical learning experience. On the basis of this, we further explore the influence mechanism and function relationship between the learning experience and the self-awareness of the individual, the classroom participation, the learning ability, the learning strategy, the teaching behavior, the teaching feedback and the academic achievement, so as to enhance the theoretical explanation of the physical learning experience of the high school students. The research paradigm is carried out, the data collection is collected through the self-made and revised "senior high school physical learning experience questionnaire", the revision of the work is carried out, and the reliability and validity of the data is tested with SPSS19.0 and AMOS24.0 statistics software, and the structural equation model is used to carry out the physical learning experience of high school students in combination with a variety of statistical methods. On the basis of the model fitting and test analysis, this paper makes a full model analysis on the mechanism of the physical learning experience of senior high school students, using the formal revision and fixing questionnaire of the physical learning experience influencing factors of high school students, and makes the students' self-awareness, classroom participation, learning ability, learning strategies, teaching behavior, and teaching feedback and other factors. Based on the data processing, based on the data processing, combined with the interview results and the research of the theoretical literature, the conclusions are as follows: 1. the physical learning experience of high school students in Jiangsu province is generally good, all in the middle level. (1) male students are more than girls because of their personality and cultural environment factors. There is no significant difference in gender differences in positive learning experience. (2) the students' learning experience score of the sophomore sophomore in Jiangsu area is significantly higher than that of the high school students, indicating that the students' self-knowledge and learning atmosphere help to promote the physical learning experience. (3) the higher the physical performance interval, the higher the learning experience, the higher the learning experience, the harder the physics study is. Degree has a negative impact on the learning experience. (4) the nature of the school has no significant impact on the physical learning experience of high school students. The learning experience score of the ordinary high school students is slightly lower than that of the key high school.2. high school students' physical learning experience because of the academic difficulty: (1) the structure of the influence factors in the physical learning experience of the high school students. "Classroom participation" on the birth level, "strategy and feedback" and "self cognition" have a significant positive impact on physical learning experience. Learning behavior, teacher feedback and students' cognitive interaction promote the occurrence of physical positive experience. (2) "experimental teaching" "teacher teaching" in the structure of physical learning experience response factors in high school students. There is no direct and significant correlation between "attribution style" and physical learning experience, which is incompatible with theoretical hypothesis. Experimental teaching and attribution style have an indirect effect on learning experience through classroom participation and self cognition. "Experimental teaching" and "teacher teaching" have no significant influence on learning experience, indicating that teaching activities are produced with students. (3) "strategy and feedback" has an impact on the physical learning experience of high school students through multiple paths. "Strategy and feedback" has a higher correlation with "teacher teaching", "experimental teaching" and "self understanding". Feedback information is used as an external factor. The stimulus acts on the experiential process through the student's cognition and attribution system.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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