中美高校教师教学风格差异与大学生课堂学习行为的关系研究  

A Cross-cultural Study of the Relationship between College Teachers' Teaching Styles and Undergraduates' Classroom Behaviors

作　　者：程宏宇[1] 

机构地区：[1]浙江大学教育学院,杭州310028

出　　处：《应用心理学》2014年第3期234-242,262,共10页Chinese Journal of Applied Psychology

基　　金：教育部人文社科研究项目(No.11YJC880012);浙江省钱江人才计划C类项目(No.QJC1202003)课题研究成果

摘　　要：本研究通过学生的评价对中美高校教师的教学风格进行测量和比较,并对两个教师群体在教学风格上的差异能否部分地解释中美大学生存在的课堂学习行为差异进行了检验。研究采用相关量表对185名中国大学生和120名美国大学生施测,要求他们对教师的教学风格和自己在课堂上的行为表现进行评价。数据分析结果表明,学生所感知的中美教师在执行型、保守型和整体型风格上存在显著差异;中美大学生在课堂学习行为的课堂活动参与、提出问题、对师生关系的独立性等维度上存在显著差异;学生所感知的教师教学风格的各维度均与学生的课堂行为表现显著相关;教师教学风格中的保守型和整体型能够部分地解释中美学生之间存在的课堂学习行为差异。The purpose of this study was to compare teaching styles of American and Chinese teachers in higher schools, and to examine the hypothesis that the style differences between American and Chinese teachers could at least partially explain the distinct learning behaviors presented by American students and Chinese students in the classroom. 185 Chinese undergraduates and 120 American undergraduates were asked to assess their teachers＇ teaching style and to rate on their own behavioral performances in the classroom. The results of data analyses indicated that Chinese and American teachers differ significandy in executive style, conservative style and global style ; Chinese students and American students differ significantly in classroom activity partieipation, indication of understanding and independency in teacher-student relationship; multiple teaching styles are significantly related to students＇classroom behaviors ; teachers ＇ conservative style and global style can partially explain the behavioral differences in the classroom between Chinese students and American students.

关 键 词：教学风格 课堂学习行为 中美比较研究 

分 类 号：G442[哲学宗教—心理学]