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作 者:Linxi Zhang Lei Zheng Ying Zhou
机构地区:[1]School of Educational Sciences,Kaili University,China [2]School of Economics and Management,University of Chinese Academy of Sciences(UCAS),China [3]Institute of IR4.0,Universiti Kebangsaan Malaysia,Malaysia
出 处:《教育技术与创新》2024年第3期31-46,共16页Journal of Educational Technology and Innovation
摘 要:This study investigated the current status of course satisfaction among 416 undergraduate students majoring in preschool education from four universities in China.And it explored the predictive effects of five influencing factors(teacher instruction,course management,course setting,course environment,and course resources)on student satisfaction.Through SPSS data analysis,the findings revealed that:1.the mean value of course experience was M=3.861(out of 5);2.there were differences in the satisfaction of undergraduate students'course experience by different background variables;3.course,course resources,and loyalty had significant predictive power on undergraduate students'satisfaction with course experience;4.instructor instruction(TI)did not significantly predict students'satisfaction with course experience(SCES)(p>0.001);5.Faculty instruction(TI)in this study had the highest mean satisfaction score(M=4.191)and the mean satisfaction score was only(M=3.861).The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level,and there is more space for improvement;although students'satisfaction with teacher instruction(TI)is high,effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies,and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.
关 键 词:Higher education Preschool education program SATISFACTION Course experience
分 类 号:G64[文化科学—高等教育学]
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