华东师范大学学报(教育科学版) ›› 2016, Vol. 34 ›› Issue (2): 52-61.doi: 10.16382/j.cnki.1000-5560.2016.02.007

• 调查报告 • 上一篇    下一篇

中小学生课业负担内涵的多视角分析——基于九省市学生、家长与教师的调查

杨欣,宋乃庆   

  1. 西南大学基础教育研究中心,重庆 400715
  • 出版日期:2016-05-20 发布日期:2016-07-05
  • 通讯作者: 杨欣,宋乃庆
  • 作者简介:杨欣,宋乃庆
  • 基金资助:

    教育部哲学社会科学发展报告“中国义务教育发展报告”(11JBGP018);中央高校基金重点项目“小学生课业负担测评常模构建与应用”(SWU1509423);北京师范大学中国基础教育质量监测协同创新中心自主课题项目“初中生课业负担监测指标体系及工具研究”(201606019BZK01)。

A Multi-analysis of Students’ Workload: a Case Study of Nine Provinces and Cities

YANG Xin,SONG Nai-Qing   

  1. Research Center of Basic Education, Southwest University, Chongqing 400715
  • Online:2016-05-20 Published:2016-07-05
  • Contact: YANG Xin,SONG Nai-Qing
  • About author:YANG Xin,SONG Nai-Qing

摘要: 为了科学界定课业负担的内涵,本研究在文献综述的基础上,通过对九省市7524名学生(小学、初中)、3836名家长和3766名教师的问卷调查,多视角分析学生、家长以及教师对课业负担成因、内容、结果等问题的若干认知,还原了课业负担概念的认知要素,最终在此基础上建构了课业负担的操作性定义。课业负担是指学生在适应现有学习环境的过程中,能够意识到的由考试评价与课业任务引发的压力体验,以及为此消耗的时间与精力。该定义可以引导课业负担研究从“概念化”过渡到“操作化”,可将课业负担的内涵特征具体化为若干可观察、可评价的要点,从而为进一步开展课业负担定量研究奠定必要的概念基础。

Abstract: At present, it’s imperative to solve the complex problem of students’ academic workload in Chinese educational context. In addition to the gradual reform of the examination evaluation and admission system, empirical studies on students’ workload should be carried out to explore the connotations of workload scientifically. In order to clarify the characteristics and conceptual elements of workload, the article, based on literature review and questionnaire, analyzes the perception of workload among students, parents and teachers, including its causes, components, consequences, and other problems. The questionnaire surveys were conducted among 7,524 students (including primary and junior high school students), 3,836 parents and 3,766 teachers from nine provinces and cities. The analysis revealed three perceptional elements of the workload. First, workload is the result of the interaction of various factors, among which, examination competition and performance requirements are the main factors. Second, from the perspective of students, parents and teachers, workload is the trouble for most students, which involves three concepts: academic tasks, performance pressure and energy consumption. Third, heavy workload can have negative impact on most students, which is different for different individuals. The article seeks to construct the operational definition of workload: namely, students’ experienced pressure caused by examination evaluation and academic tasks as well as time and energy spent on them. This definition can guide the shift of workload study from concept to operation, which can divide characteristics of workload into several observable and evaluable key points so as to establish necessary conceptual foundations for quantitative workload study. However, due to the complexity of the workload problem, this operational definition of workload needs to be improved. To explain different subject-related workload in different cultures, it is necessary to refine the observation point and evaluation factors of workload. Similarly, this operational definition of workload is far from the synonym of the connotations of workload, and it can only be used as a reference in workload study. In future studies, it’s essential to have a better understanding of the connotation of workload through experimental researches and case studies based on this operational definition. On the other hand, it is necessary to use different research methods for cross validation of the existing assumptions and conclusions.