教学中的人际关系与师生课堂互动、学习结果的相关性研究  

Study on the Relationships among Interpersonal Relationship,and Classroom Interaction and Learning Outcomes under the New Curriculum

作　　者：朱伟强[1] 黄山[2] 盛慧晓[2] 

机构地区：[1]华东师范大学体育与健康学院 [2]华东师范大学课程与教学研究所

出　　处：《全球教育展望》2017年第12期24-34,共11页Global Education

基　　金：教育部人文社会科学重点研究基地华东师范大学课程与教学研究所建设的数据库项目"中国学校课程与教学调查";国家社科基金项目"我国体育课程论学科体系建设研究"(项目编号:12BTY032)系列研究成果之一

摘　　要：新课程对教与学的关系尤其是师生的课堂互动提出了新的要求。师生关系不仅影响师生之间的人际互动,而且影响学生的学习结果。该文通过一项较大规模的数据调查来回答新课程理念所倡导的师生课堂互动是如何影响师生关系的,而学与教中的人际关系又是如何影响学生学习结果的。研究发现,师生课堂互动越体现主体性和互动性,师生间就越容易建立良好的人际关系,并且,与学生主动参与相比,教师教学策略对师生关系的影响更大;人际关系对学生非学术成就的解释力远远大于学术成就,其中影响最大的是学校幸福感,其次是学业自我效能感和学习兴趣,再次是学业自我概念,而对学习动机变异的解释率最小。The new curriculum has promoted a type of relationship between teaching and learning. The teacher-student interaction not only changes the relationship between teachers and students to a certain extent, but also affectss students＇ learning. This paper aims to explore how the teacher-student classroom interaction advocated by the new curriculum has influenced the relationship between teachers and students in a large-scale survey, and how the interpersonal relationship in learning and teaching has affected student learning outcomes. The study has discovered that the higher subjectivity and interactivity in teacher-student classroom interaction are found, the easier establishment of good interpersonal relationslfip between teachers and students;, compared with the active participation of students, ~eachers＇ teaching strategy has greater influence on teacher-student relationship; the influence of interpersonal relationship on nonacademic achievement is greater than that on academic achievement, with school well-being explaining the most, then followed by academic self-efficacy and learning interest, and then academic self-concept, and learning motivation explaining the least.

关 键 词：初中 学与教中的人际关系 课堂互动 学习结果 

分 类 号：G632.0[文化科学—教育学]