不同教学方法对大学生课堂学业情绪的影响  

The Effects of Different Teaching Methods on College Students' Academic Emotion

作　　者：赵淑媛[1,2] 蔡太生[1] 

机构地区：[1]中国.中南大学湘雅二医院医学心理中心,长沙410011 [2]湖南女子学院

出　　处：《中国健康心理学杂志》2012年第12期1900-1902,共3页China Journal of Health Psychology

基　　金：2009湖南省哲学社会科学基金课题(课题编号:09YBB206)

摘　　要：目的了解教学方法对大学生学业情绪的影响情况。方法对湖南某高校大一4个教学班168名被试,采用教育实验法探讨了活动教学法、讲授教学法和讨论教学法对大学生课堂学业情绪的影响情况。结果大学生课堂学业情绪的得分在3种不同教学方法下存在显著差异(F=3.12～27.38,P<0.05),学生在活动课体验到了更多的积极情绪和更少的消极情绪。结论活动教学法有利于促进大学生课堂学业情绪的发展。Objective To investigate the effect of various methods on college student＇ academic emotion.Methods Using educational experimentation in 168 college students of 4 classes to explore the impacts of three teaching methods,which were activity teaching pattern,traditional teaching methods,discussing teaching pattern.Results There was significant difference for college students＇ academic emotion with various teaching methods（F=3.12～27.38,P0.05）,the students reported more positive emotion and less negative emotion under activity teaching pattern.Conclusion Activity teaching pattern can promote the development of class-related emotions for college students.

关 键 词：教学方法 课堂学业情绪 大学生 教育实验法 

分 类 号：R395.6[哲学宗教—心理学]