教师教导如何影响学生的学习责任感  

Teaching for Learning:How Teacher's Instruction Influence Students'Sense of Learning Responsibility

作　　者：常攀攀 CHANG Panpan(School of Education Science,Huizhou University,Huizhou 516007,Guangdong,China)

机构地区：[1]惠州学院教育科学学院,广东惠州516007

出　　处：《惠州学院学报》2022年第4期48-54,共7页Journal of Huizhou University

基　　金：惠州学院自主创新能力提升计划项目(HZU202043)。

摘　　要：具备较高的学习责任感是学生有效学习的前提与关键,课堂教学中教师教导会影响学生学习责任感的发展变化。为探究教师教导如何影响学生的学习责任感,以教师教导为自变量,学生学习责任感为因变量,在一所学校开展实验班和对照班的对比研究。结果表明:教师教导和学生学习责任感存在显著正相关,关注学生能动自主学习的教师教导会显著提升学生的学习责任感,且教师教导能够在45.9%的解释率上预测学生学习责任感的发展变化。为培养和提升学生的学习责任感,建议教师在教学过程中将学生视为责权主体,开展全息评价,为学生自主学习提供必要而充分的条件支持和践行“自学—辅导”的教学模式。Having a high sense of learning responsibility is the premise and key to students'effective learning.Teachers'instruction can affect the development of students'sense of learning responsibility.In order to explore how teacher's instruction influences students'sense of learning responsibility,a comparative study of experimental classes and control classes was carried out in a school by taking teachers'instruction as the independent variable and students'sense of learning responsibility as the dependent variable.The results show that there is a significant positive correlation between teacher's instruction and students'sense of learning responsibility.The teacher's instruction that focuses on students'active and autonomous learning can significantly assume students'sense of learning responsibility,while teacher's instruction can facilitate the development of students'sense of learning responsibility at an explanation rate of 45.9%.In order to display and sharpen students'sense of learning responsibility,it is suggested that teachers should treat students as the subject of learning responsibility and learning power,carry out holographic evaluation,improve necessary and sufficient conditions for students'autonomous learning,and use self-study guidance teaching model.

关 键 词：教师教导 学生学习责任感 学习主体 自主学习 

分 类 号：G45[文化科学—教育学]