混班教学与单独编班的比较——对三省市少数民族内高班的调查  

A Study on the Effectiveness of Mixed Class and Divided Class Teaching——Survey Results of Ethnic Minority Students Studying in High School Classes in the Hinterland

作　　者：吴瑞林[1] 钮梅玲 张美萱 

机构地区：[1]北京航空航天大学人文社会科学学院,北京100191

出　　处：《民族教育研究》2016年第2期79-88,共10页Journal of Research on Education for Ethnic Minorities

摘　　要：为了探究不同编班模式对少数民族学生成长的影响及为内地民族班编班模式提供参考,本研究运用问卷法和汉语水平测试,对安徽、浙江和天津三省市举办内地班学校中的473名高一年级学生进行了调查。结果显示:混班教学的学生在汉语水平、文化环境适应、学习兴趣和学业自我概念指标上的得分均显著高于单独编班的学生;在控制家庭SES、原籍、性别、适应状况、学习兴趣和学业自我概念后的回归分析中,编班模式对学生汉语成绩仍有显著影响。With the participation of 437 minority middle school students in Anhui,Zhejiang and Tianjin,questionnaires and Chinese proficiency test are used in this study to assess the Chinese proficiency,adaptability,learning interest and academic self-concept of ethnic minority students in the context of mixed class and divided class. The results are as follows： 1） differences between two modes of class on the above indicators are significant except acclimatization factor,and students in the mixed class achieve higher grades than those in the divided class; 2） class organization plays an important role in Chinese proficiency and has more influence on reading comprehension than on written expression when SES,domicile of origin,gender,adaptability,academic self-concept and learning interest are controlled; and 3） class organization has more influence on reading comprehension than on written expression.

关 键 词：混班教学 单独编班 少数民族 内高班 大鱼小池效应 

分 类 号：G758.1[文化科学—教育学]