高中生物学习兴趣与课堂参与度的相关性研究
发布时间：2018-11-04 18:22
【摘要】：学习兴趣是学生对学习内容的心理认知倾向,是学生开展学习活动的内在驱动力。学习兴趣是非智力因素的一种,对促进学生发展有重要作用。课堂参与是学生在课堂学习中的一系列行为、认知和情感上的表现,对学业成就产生重大影响。学习兴趣能够促进课堂参与度的提高,因此本研究通过调查高中生的生物学习兴趣和课堂参与度,分析两者的关系,丰富了高中生物有关学习兴趣和课堂参与度的研究。本研究以遂宁中学外国语实验学校为例,采用问卷调查,配以课堂观察和访谈对269名高中生进行调查,了解他们的生物学习兴趣和课堂参与度的基本情况,并分析它们与学习成绩的关系,为培养和发展学生的学习兴趣,提高教师课堂教学效率提供参考。研究结果如下:(1)学生的高中生物学习兴趣总体不高。不同性别学生的高中生物学习兴趣存在显著性差异,女生的学习兴趣明显高于男生。不同年级学生的高中生物学习兴趣相当,不存在显著性差异。不同层次学生的高中生物学习兴趣存在极其显著的差异,特尖班(A)和尖子班(B)学生的学习兴趣明显高于普通班(C)。(2)学生的高中生物课堂参与度总体不高。不同性别学生的认知参与度存在显著差异。男生比女生更依赖教师,女生的情感参与高于男生。不同年级学生的课堂参与度存在显著差异。高二学生行为参与程度比高一学生强,高二学生的成就感显著高于高一学生。不同层次学生的课堂参与度存在显著差异。特尖班和尖子班学生对生物知识的钻研程度比普通班学生更深,特尖班深层次策略的运用明显高于尖子班和普通班,普通班和尖子班比特尖班更依赖教师,特尖班对生物学习的成就感明显高于普通班和尖子班,尖子班的焦虑感显著低于普通班和特尖班。(3)学习兴趣与课堂参与度之间存在极其显著的正相关关系。高中生物学习兴趣、课堂参与度均与学生的生物成绩之间存在极其显著的正相关关系。高中生物学习兴趣能够预测课堂参与度。教师可通过激发和提高学生学习兴趣,来提高课堂参与度,进而有效提升学生生物成绩,最终达到全面提高学生素质的目的。
[Abstract]:Learning interest is the psychological cognitive tendency of students to study content, and it is the internal driving force for students to carry out learning activities. Learning interest is a kind of non-intelligence factor, which plays an important role in promoting the development of students. Classroom participation is a series of behaviors, cognitive and emotional performance of students in classroom learning, which has a significant impact on academic achievement. Learning interest can promote the improvement of classroom participation, so this study enriches the study of high school biology interest and classroom participation by investigating high school students' biological learning interest and classroom participation, and analyzing the relationship between the two. Taking Suining Middle School Foreign language Experimental School as an example, 269 senior high school students were investigated by questionnaire, classroom observation and interview to understand their interest in biological learning and the basic situation of their participation in class. The relationship between them and learning achievement is analyzed to provide reference for cultivating and developing students' interest in learning and improving teachers' classroom teaching efficiency. The results are as follows: (1) students' interest in high school biology learning is not high. There was significant difference in high school students' interest in biology learning among different genders, and the interest of girls was significantly higher than that of boys. Students of different grades have the same interest in biology learning in senior high school, but there is no significant difference. There are significant differences in high school biology learning interest among students at different levels. The interest of special (A) and top (B) students is obviously higher than that of (C). (2) students in senior high school biology classroom participation is not high. There are significant differences in cognitive participation of students of different genders. Boys are more dependent on teachers than girls, and girls have higher emotional participation than boys. There are significant differences in class participation among students of different grades. The degree of behavior participation of the sophomore students was stronger than that of the first year students, and the sense of achievement of the sophomore students was significantly higher than that of the first year students. There are significant differences in class participation of students at different levels. The students in the special and top classes studied biological knowledge more deeply than the students in the ordinary classes. The use of the deep strategies in the special sharp classes was obviously higher than that in the top classes and the ordinary classes, and the ordinary classes and the top classes were more dependent on teachers. The sense of achievement of the special class was significantly higher than that of the ordinary class and the top class, and the anxiety of the top class was significantly lower than that of the ordinary class and the special class. (3) there was an extremely significant positive correlation between learning interest and classroom participation. There is an extremely significant positive correlation between biology learning interest and classroom participation of senior high school students. High school biology learning interest can predict classroom participation. Teachers can stimulate and improve students' interest in learning to improve their participation in the classroom, and then effectively improve students' biological achievements, and finally achieve the goal of improving students' quality in an all-round way.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
[Abstract]:Learning interest is the psychological cognitive tendency of students to study content, and it is the internal driving force for students to carry out learning activities. Learning interest is a kind of non-intelligence factor, which plays an important role in promoting the development of students. Classroom participation is a series of behaviors, cognitive and emotional performance of students in classroom learning, which has a significant impact on academic achievement. Learning interest can promote the improvement of classroom participation, so this study enriches the study of high school biology interest and classroom participation by investigating high school students' biological learning interest and classroom participation, and analyzing the relationship between the two. Taking Suining Middle School Foreign language Experimental School as an example, 269 senior high school students were investigated by questionnaire, classroom observation and interview to understand their interest in biological learning and the basic situation of their participation in class. The relationship between them and learning achievement is analyzed to provide reference for cultivating and developing students' interest in learning and improving teachers' classroom teaching efficiency. The results are as follows: (1) students' interest in high school biology learning is not high. There was significant difference in high school students' interest in biology learning among different genders, and the interest of girls was significantly higher than that of boys. Students of different grades have the same interest in biology learning in senior high school, but there is no significant difference. There are significant differences in high school biology learning interest among students at different levels. The interest of special (A) and top (B) students is obviously higher than that of (C). (2) students in senior high school biology classroom participation is not high. There are significant differences in cognitive participation of students of different genders. Boys are more dependent on teachers than girls, and girls have higher emotional participation than boys. There are significant differences in class participation among students of different grades. The degree of behavior participation of the sophomore students was stronger than that of the first year students, and the sense of achievement of the sophomore students was significantly higher than that of the first year students. There are significant differences in class participation of students at different levels. The students in the special and top classes studied biological knowledge more deeply than the students in the ordinary classes. The use of the deep strategies in the special sharp classes was obviously higher than that in the top classes and the ordinary classes, and the ordinary classes and the top classes were more dependent on teachers. The sense of achievement of the special class was significantly higher than that of the ordinary class and the top class, and the anxiety of the top class was significantly lower than that of the ordinary class and the special class. (3) there was an extremely significant positive correlation between learning interest and classroom participation. There is an extremely significant positive correlation between biology learning interest and classroom participation of senior high school students. High school biology learning interest can predict classroom participation. Teachers can stimulate and improve students' interest in learning to improve their participation in the classroom, and then effectively improve students' biological achievements, and finally achieve the goal of improving students' quality in an all-round way.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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