国内学界对课业负担概念的理解:基于500篇代表性文献的文本分析  

Chinese Academia's conceptions on Students' Academic Burden

作　　者：胡惠闵[1] 王小平[1] 

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《教育发展研究》2013年第6期18-24,共7页Research in Educational Development

基　　金：教育部人文社科重点研究基地重大研究项目"义务教育阶段学生课业负担监测与公告机制研究"(11JJD880010)的系列成果

摘　　要：本文采用文本分析的方法,通过对国内500篇代表性文献的分析,发现学术界对课业负担概念的外延和边界、对课业负担的词性及对课业负担是主观感受还是客观存在的理解,都存在着明显的争议和矛盾,限制了对该问题的进一步研究。基于文本分析,本文提出,应选择一个视角对课业负担概念进行界定;以广义理解为基础界定课业负担内涵;不对课业负担进行价值判断;寻找一个合理的指标来表达课业负担。More than 5,000 pieces of Chinese literature wereanlysized and coded in this research. The main finding of this research was that there were many obvious conflicts in Chinese academic circles of the conceptions about students＂ academic burden. They disputed about issues such as what was the connotation and extension of the student＇s academic burden, what was the word class of it, and if it was a subjective felling or an objective things. These conflicts and disputes in Chinese academia put a large barrier to advance this field＇s research. Based on this finding, this paper proposed a new way to understand and define students＂ academic burden. Specifically speaking, first, we shall hold the broader understanding of students academic burden, which means that we shall pay attention to all academic burden put on students. Second, we shall not make a transcendental value judgment on studentsacademic burden. Third, we shall find a defensible and measurable indicator to represent what the academic burden really means.

关 键 词：课业负担 学业负担 学习负担 概念理解 

分 类 号：G424[文化科学—课程与教学论]