公众教育观念的内隐结构及现状研究——基于广州地区的样本分析  

On implicit structure of the public educational beliefs and its status quo——A case study of Guangzhou

作　　者：蔡笑岳[1] 杨柳艳[2] 

机构地区：[1]广州大学青少年心理发展与教育研究所 [2]广州大学教育学院,广东广州510006

出　　处：《广州大学学报（社会科学版）》2011年第3期28-34,共7页Journal of Guangzhou University:Social Science Edition

基　　金：广东省哲学社会科学"十一五"规划教育学心理学研究项目(08SXY001);广州市人文社科(发展与教育心理学)重点研究基地成果

摘　　要：本研究运用内隐认知的方法,探讨了公众教育观念的内隐结构,并对1 131名公众的教育观念进行调查研究。结果显示:(1)公众教育观念的内隐结构由教育方式、教育期望、教育态度、教育价值、教育认知和学习观共6个因子构成;(2)公众对教育的期望值高,并且对"教育方式"非常重视;(3)公众的职业性质、文化程度影响其教育观念:不同职业、不同文化程度的公众在教育观念上存在显著差异;(4)公众的教育观念具有自利性,投射着对自己子女发展的愿望与价值偏好;(5)在教育改革过程中,有必要对公众的教育观念进行"双向调控"。In order to discuss the implicit structure of the educational beliefs of the public,the implicit social research method was conducted to investigate 1131 persons in this survey.The results showed that：（1） The implicit educational beliefs of the public was a multi-dimensional psychological structure,which contains six factors,including the educational methods,educational expectations,educational attitudes,educational values,educational cognitive and learning view;（2） For these people,the most important educational belief was the ＂educational expectations,＂ followed by the ＂educational methods ＂,the ＂ learning view ＂ was the last one;（3） The nature of occupation influenced the educational beliefs of the public.The teachers and the parents had significant differences in the educational values and learning concepts;（4）The level of education impacted the educational beliefs of the public.There were significant differences in the ＂educational methods＂,＂educational cognitive ＂,＂educational value＂ and ＂learning view＂ among the public with different educational levels;（5） In the educational reform process,it is necessary to carry out＂bidirectional regulative mechanism＂on the public educational beliefs.

关 键 词：公众 教育观念 内隐结构 现状研究 

分 类 号：G446[哲学宗教—心理学]