我国大学生课堂体验及其影响因素的多层线性模型分析  

An HLM Analysis of Chinese University Students' Course Experience and Its Influencing Factors

作　　者：杨凌燕[1] 郭建鹏[2] 史秋衡[2] 

机构地区：[1]爱荷华大学教育学院,美国爱荷华52246 [2]厦门大学高等教育发展研究中心/教育研究院,福建厦门361005

出　　处：《复旦教育论坛》2013年第6期45-51,共7页Fudan Education Forum

基　　金：国家哲学社会科学基金"十二五"规划(教育类)2010年度国家重点课题"大学生学习情况调查研究"(AIA100007)

摘　　要：本研究采用两水平多层线性模型分析全国23个省、直辖市和自治区中39所高等学校74687名本科生的课堂体验及其影响因素。结果显示:我国大学生的课堂体验存在着显著的差异。造成这种差异的主要因素是学校特征以及学生个体特征,包括学校类型、所处区域、氛围以及学生所在年级、学科、学习方式等。其中的变异量主要是来自学生个体的差异。学校特征也能够改变个体特征对课堂体验的影响程度。改善我国大学生课堂体验的对策包括:深化高等学校课程教学改革,合理配置教育资源;重视年级差异,尽快提高学生的大学适应性;依据学科差异,有的放矢地改进课堂教学质量;了解个体差异,加强教学设计的针对性。The paper conducts an empirical study on the course experience of 74687 students at 39 universities in 23 provincial regions with two-level hierarchical linear model. The results show significant differences of university students＂ course experience in China. The influencing factors can be categorized into two types, i.e. university characteristics and individual characteristics. University characteristics include type, location, and climate of a university, while individual characteristics include grade, discipline, and approach to learning of a student. Although individual characteristics prove to be the major factor, university characteristics can also influence the level of impact that individual characteristics exert on students＂ course experience. Strategies for improving Chinese university students＂ course experience include deepening curriculum and instruction innovation in higher education, appropriately deploying educational resources, enhancing university students＂ learning adaptability, promoting teaching quality on the basis of disciplinary differences, and focusing on instructional design to accommodate individual characteristics.

关 键 词：课堂体验 学情 高等教育质量 两水平线性模型 

分 类 号：G642.4[文化科学—高等教育学]