公众对课业负担的理解：基于2159份问卷调查结果  

The Public's Conceptions of Students' Academic Burden:Based on the Result from 2159 Pieces of Questionnaires

作　　者：柯政[1] 

机构地区：[1]华东师范大学课程与教学研究所副教授,上海200062

出　　处：《教育发展研究》2013年第6期25-30,共6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制度研”(11JJD880010)的系列成果

摘　　要：本研究通过网络在线问卷填写的方式,调查了2695名公众对有关课业负担等几个核心问题的理解。根据2159份有效调查问卷的数据结果,研究总结得出:第一,如果我们简单地把那些超过一半以上人数认可的意见视为主流看法的话,那么在课业负担问题上,公众还是存在着一些主流看法的。第二,虽然在整体上看存在着主流看法,但在课业负担的许多具体问题上,公众的认识还存在着相当大的内部差异。第三,公众对到底什么是课业负担内涵的认识并不稳定,而且时有矛盾。This research studied the public＇s understandings on several key questions of students＇ academic burden by using the online questionnaires. 2695 individuals were surveyed and 2159 pieces of validated questionnaires at last. There were three important findings from this survey. First, the mainstream understanding of student＇ academic burden exists in the public, if we call what agreed by more than half people as the mainstream understanding. Second, the internal diversity of the public understandings on many specific questions of students academic burden is great. Third, the public＇s conception of the connotation of students academic burden is not robust, and what＇s more, they are often conflict.

关 键 词：课业负担 课业负担测量 公众意见调查 

分 类 号：G424[文化科学—课程与教学论]