“因班施教”:课堂人际知觉对学生学习兴趣影响的多水平分析

doi:10.16382/j.cnki.1000-5560.2019.04.009

摘要/Abstract

摘要： 课堂人际知觉作为影响学生学习兴趣的重要变量，有利于从"课堂"场域出发探讨学习兴趣培养的行动路径。以重庆地区1048名4-6年级学生为研究对象，通过多水平结构方程模型的分析方法，从"个体"和"班级"两个水平出发探讨课堂人际知觉的四个维度（教师投入知觉、学生投入知觉、师生关系知觉和同伴协作知觉）对学生学习兴趣的影响。研究发现，学生对教师投入的知觉和师生关系的知觉只对学生个体的学习兴趣产生影响，但对学生投入的知觉和同伴协作的知觉却不仅能够影响学生个体的学习兴趣，更能影响班级学生群体的学习兴趣。基于此，提出要树立"因班施教"的学习兴趣培养模式，加强"班级"层面因素对学生学习兴趣培养的作用，促进学生学习兴趣培养的视野转向。

关键词: 学习兴趣, 课堂人际知觉, 多水平分析, 结构方程模型

Abstract: As an important factor influencing student learning interest, classroom interpersonal perception is helpful to explore the development of student learning interest from the perspective of class teaching. With a sample of 1,048 students in Grade 4-6 from Chongqing districts, a multilevel structural equation model was employed to examine the impact of classroom interpersonal perception on student learning interest both from the student level and class level simultaneously. The perception involves four dimensions:teacher engagement, student-teacher relationship, peer collaboration and peer engagement. Results indicated that students' perception of teacher engagement and student-teacher relationship showed significant positive effects on the individual students, whereas students' perception in student engagement and peer collaboration showed significant positive effects both on individual students and the whole class. Therefore, class-based teaching should be strengthened to develop student learning interest by improving the effects of student factors at the class-level, which helps to transform the views in student interest development.

Key words: learning interest, classroom interpersonal perception, multilevel analysis, structural equation model

李淼云, 宋乃庆, 盛雅琦. “因班施教”:课堂人际知觉对学生学习兴趣影响的多水平分析[J]. 华东师范大学学报(教育科学版), 2019, 37(4): 94-103.

Li Miaoyun, Song Naiqing, Sheng Yaqi. Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest[J]. Journal of East China Normal University(Educationa, 2019, 37(4): 94-103.

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