“U-T-S”协同背景下中学教师认知风格、师生关系对学生学习效果的影响  

The Influence of Teachers'Cognitive Style and Teacher-Student Relationship on Learning Effect in the Context of"U-T-S"Collaboration

作　　者：黎晓娜[1] 胡胜利[1] 何国宏 LI Xiaona;HU Shengli;HE Guohong(Longdong University,Qingyang 745000,China)

机构地区：[1]陇东学院,甘肃庆阳745000

出　　处：《河南科技学院学报（社会科学版）》2020年第8期17-22,共6页Journal of Henan Institute of Science and Technology

基　　金：2018年甘肃省哲学社会科学规划项目“基于U-T-S协同的中学教师专业发展模式研究”(YB110),主持人:胡胜利;2018年甘肃省“十三五”教育科学规划重点课题“认知风格与教学交互模式对在线学习效果的影响”(GS[2018]GHBBKZ020),主持人:黎晓娜。

摘　　要：为探索中学教师认知风格对学生学习效果的影响及师生关系在其中的作用机制,采用认知风格量表、班级人际环境问卷对某中学6名教师及其315名学生进行测查。结果显示:⑴不同类型教师认知风格对学生学习效果影响没有显著差异;⑵教师认知风格、师生关系及学生学习成绩两两显著正相关;⑶师生关系在教师认知风格对学生学习效果的影响中起部分中介作用,中介效应占总效应的23.77%。结论:教师认知风格和师生关系都是影响学生学习效果的重要内部变量,教师及相关工作人员要了解自己的认知风格和教学风格特点,发展良好师生关系,更好地促进学生的学习效果。To explore the influence of cognitive style on learning effect and the mechanism of interpersonal relationship 315 middle school students and teachers are tested by cognitive style scale and class interpersonal environment questionnaire in this study.The results show:⑴There is no significant difference between the cognitive styles of different types of teachers;⑵Teachers'cognitive style,teacher-student relationship and learning achievement are positively correlated;⑶The relationship between teachers and students plays a part of mediating role in the influence of teachers'cognitive style on learning effect,and the mediating effect accounts for 23.77%of the total effect.Conclusion:Teachers'cognitive style and teacher-student relationship are important internal variables that affect students'learning effect.Teachers and relevant staff should understand their own cognitive style and teaching style,promote the development of good teacher-student relationship,and promote the teaching and learning effect better.

关 键 词：认知风格 师生关系 学习效果 中介效应 

分 类 号：B844.2[哲学宗教—发展与教育心理学]