“先学后教”模式下中学生化学学习投入及其影响因素  

Engagement in Chemistry Classroom of High School Students and Its Influencing Factors Under the Mode of“Learning First and Teaching Later”

作　　者：刘新月 曾涛[2,3] 刘玉荣 宋国际[2] LIU Xin-Yue;ZENG Tao;LIU Yu-Rong;SONG Guo-Ji(College of Chemistry and Chemical Engineering,Henan Normal University,Xinxiang 453007,China;Hebei Normal University for Nationalities,Chengde 067000,China;Hebei Petroleum Technical University,Chengde 067000,China)

机构地区：[1]河南师范大学化学化工学院,河南新乡453007 [2]河北民族师范学院,河北承德067000 [3]河北石油职业技术大学,河北承德067000

出　　处：《化学教育（中英文）》2024年第5期109-117,共9页Chinese Journal of Chemical Education

基　　金：河北省社会科学基金项目(项目批准号:HB21JY020)。

摘　　要：学习投入是评价教与学质量的重要指标,“先学后教”是转变教学方式的重要抓手。调查了“先学后教”教学模式下九年级学生的化学学习投入情况及影响因素。结果显示:“先学后教”教学模式下化学课堂学生学习投入水平较高,其中情感投入水平最高,行为投入次之,认知投入最低;情感投入在性别变量上呈现显著差异,女生的情感投入显著高于男生。学生学习投入与学习成绩整体上呈低度相关,具体来看,与上、中游学生的学习成绩不相关,与下游学生的学习成绩显著相关。学习环境、教师教学、自我效能感因素对学生学习投入均有显著正向影响。研究结果为理解“先学后教”形态下的化学课堂学生学习投入、提高课堂教学实效提供了实证支持。Student engagement is an important indicator of teaching and learning quality,and“learning first and teaching later”is an important starting point for transforming teaching methods.This paper investigated the engagement of chemistry study and its influencing factors of the ninth grade students under the teaching mode of“learning first and teaching later”.The results showed that the students in the chemistry classroom had a higher level of student engagement under the“learning first and then teaching”teaching mode,among which the emotional engagement level was the highest,the behavioral engagement was the second,and the cognitive engagement was the lowest.Emotional engagement showed significant differences in gender variables,with girls having significantly higher than boys.There was a generally low-correlated between student engagement and academic performance,specifically,they were not correlated with the academic performance of upper-and middle-stream students,and significantly correlated with the academic performance of downstream students.Learning environment,teacher teaching,and self-efficacy factors all had significant positive effects on student engagement.The research results provided empirical support for understanding the student engagement of chemistry classroom in the mode of“learning first and teaching later”and improving the effectiveness of classroom teaching.

关 键 词：先学后教 学习投入 影响因素 

分 类 号：G633.8[文化科学—教育学]