[1]吕林海.转向沉默行为的背后:中国学生课堂保守学习倾向及其影响机制 ——以南京大学物理专业本科生为对象的实证研究[J].远程教育杂志,2016,(06):028-38.[doi:10.15881/j.cnki.cn33-1304/g4.2016.06.004]
 Lv Linhai.Turning to the Back of Conservative Behavior: Chinese College Students’ Conservative Learning Propensity and Its Influential System:Based on the Empirical Research on the Undergraduate Students Majored Physics in Nanjing University[J].Distance Education Journal,2016,(06):028-38.[doi:10.15881/j.cnki.cn33-1304/g4.2016.06.004]
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转向沉默行为的背后:中国学生课堂保守学习倾向及其影响机制 ——以南京大学物理专业本科生为对象的实证研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年06期
页码:
028-38
栏目:
理论前沿
出版日期:
2016-11-09

文章信息/Info

Title:
Turning to the Back of Conservative Behavior: Chinese College Students’ Conservative Learning Propensity and Its Influential System:Based on the Empirical Research on the Undergraduate Students Majored Physics in Nanjing University
作者:
吕林海
南京大学 教育研究院,江苏南京 210093
Author(s):
Lv Linhai
Institute of Education, Nanjing University, Jiangsu Nanjing 210093
关键词:
保守学习倾向深层学习与思维结构方程模型中国文化
Keywords:
Conservative learning propensity Deep learning and thinking Structural equation model Chinese culture
分类号:
G40-057
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.06.004
文献标志码:
A
摘要:
课堂的沉默和保守体现了中国学生所具有的一种独特的学习模式。但中国学生保守和沉默学习行为背后的多样化的复杂倾向值得深入解析。前期的探索性研究基础显示,通过验证性因子分析的方法进一步确认了三种课堂保守学习倾向的存在,即:利他倾向、自我倾向和习惯倾向。基于结构方程模型的方法,可得出如下结论:(1)利他倾向正向影响“深层学习与思维”,自我倾向和习惯倾向负向影响“深层学习与思维”;(2)三种倾向与学习成绩之间不存在显著的关联;(3)“深层学习与思维”是三种课堂保守学习倾向与学习成绩之间的完全中介变量。进而从“深层学习与思维”的关键作用、“利他倾向”的正向影响和“对话文化”的现实构建三个视角,为课堂教学提出了更深入的理论剖析与实践建议。
Abstract:
Conservative behavior is the unique characteristic of the Chinese students. But for the propensities which are behind this silence, we know little about it and need to investigate on it. Based on the initial explore research, this paper further verified the three conservative learning behavior propensities, that is altruistic propensity, self propensity and habit propensity. Through structural equation model, the author gets the following new findings. Firstly, altruistic propensity is significantly positively related to “deep learning and thinking”, self propensity and habit propensity both negatively related to “deep learning and thinking”. Secondly, the three propensities are not significantly related to the students’ learning record. Thirdly, “deep learning and thinking” is the whole mediating variable between conservative learning propensities and students’ learning record. Based on the above findings, the author put forward some theoretical analysis and practical suggestions, such as understanding the critical role of “deep learning and thinking”, thinking about the positive influences of the “altruistic propensity”, striving to construct the “dialogue culture” in classroom teaching, etc.

备注/Memo

备注/Memo:
基金项目:本文系2014年度教育部人文社会科学规划基金项目“国际比较视野下的中国大学生创新能力及学习环境对其的影响机制研究”(14YJA880049)及江苏省2011计划“基础教育人才培养模式协同创新中心项目”(南京师范大学教育科学学院主持)的阶段研究成果。
更新日期/Last Update: 2016-11-11