教学范式与中学生学习动机和学习行为的关系研究  

Relations between Teaching Paradigms and Learning Motivation,Learning Behaviors of Middle School Students

作　　者：程宏宇[1] CHENG Hongyu(School of Education,Zhejiang University,Hangzhou,Zhejiang,310028,China)

机构地区：[1]浙江大学教育学院,浙江杭州310028

出　　处：《教育与教学研究》2019年第2期48-56,共9页Education and Teaching Research

基　　金：浙江省哲学社会科学基金项目"基于大学生学习行为调查的高校课堂教学创新设计研究"(编号:15NDJC136YB)

摘　　要：关于以学为中心范式相对于以教为中心范式对学生学习能否产生以及多大程度上产生更加积极的影响,现有的研究文献存在着不一致的讨论,更有学者认为以学为中心范式不适合于中日韩等东方国家学生。对两种教学范式与我国中学生的学习动机及学习行为之间的关系,以及这种关系的学科和年级差异展开实证研究,结果表明,以学为中心与以教为中心范式均与学生的学习动机及学习行为有关变量显著相关,以学为中心范式与学生学习动机、行为变量的相关水平显著高于以教为中心范式,教学范式与学生学习动机、行为变量的关系存在着显著的学科和年级差异。In the existing research literature,there is an inconsistent discussion on whether and how learner-centered and teacher-centered teaching paradigms would produce different impacts on the learning motivation and learning behaviors of middle school students.And some scholars believe that the learner-centered paradigm is not suitable for Oriental students such as Chinese,Japanese and Korean students.An empirical study is carried out on the relationship between the two teaching paradigms and the learning motivation and behaviors of middle school students in China,as well as the discipline and grade differences of those relationships.The results indicated that the learner-centered paradigm as well as the teacher-centered paradigm significantly related to all of the learning motivation and learning behavior variables.The leaner-centered paradigm had significantly higher correlation with learning motivation and learning behaviors than the teachercentered paradigm.It also should be noted that the effects of teaching paradigms on students?learning differ across disciplines and grades.

关 键 词：教学范式 中学生 学习动机 学习行为 

分 类 号：G442[哲学宗教—心理学]