我国大学生课堂积极表达行为的现状及对学习收获的影响  

Chinese College Students’Active Expression in Class and Its Impact on Their Learning Gains

作　　者：张华峰[1] 郭菲[2] 史静寰[2,3] Zhang Huafeng;Guo Fei;Shi Jinghuan(Institute of International and Comparative Education,Shanghai Normal University,Shanghai 200234;Institute of Education,Tsinghua University,Beijing 100084)

机构地区：[1]上海师范大学国际与比较教育研究院,上海200234 [2]清华大学教育研究院,北京100084 [3]清华大学全球学校与学生发展研究中心,北京100084

出　　处：《教育研究》2020年第4期85-94,共10页Educational Research

基　　金：教育部哲学社会科学研究2017年度重大课题攻关项目“双一流建设背景下我国高校评价体系改革研究”(项目编号:17JZD056)的研究成果。

摘　　要：针对我国大学生课堂积极表达行为表现如何及其是否有助于提升学生学习收获,借助2016年和2017年"中国大学生学习与发展追踪研究调查"项目十余万样本数据,通过描述性统计和多元线性回归等方法分析,发现我国大学生在课堂上能够进行一定程度的积极表达,其外显性表达行为基本都有内隐深层思维投入的基础;课堂积极表达行为有助于提升学生学习收获,特别体现出对低水平深层思维投入学生的"托底"功效。下一步需在传统与现代的张力中理解我国大学生丰富多样的学习特点;转变师生传统观念,推动学生课堂积极表达行为。This study aims to explore whether Chinese college students’active expression in class facilitates their learning,based on the data from over 100,000 samples(2016-2017),and such methods as descriptive statistics and multiple regression analysis.The results show the following:The Chinese college students could actively express their views in class to a certain extent,and such explicit expression was based on implicit deep thinking;and active expression in class helped improve the learning of the students,especially that of those at a lower level of deep thinking.Next,both traditional and modern factors are supposed to be taken into account in the probe into the features of Chinese college students’learning,and it is necessary to change the traditional ideas of teachers and students so as to promote students’active expression in class.

关 键 词：大学生学习 课堂积极表达行为 课堂参与 课堂沉默 

分 类 号：G642.4[文化科学—高等教育学]