| 1,969 | 19 | 201 |
| 下载次数 | 被引频次 | 阅读次数 |
结果性质量和过程性质量是教育质量的两个重要方面，后者对于义务教育具有特别的意义，过程性质量评价也是急需发展的评价方向。学习参与度是学生在学习过程中的投入程度，包括参与态度、参与策略、参与行为和参与时间，可以反映教育的过程性质量。为了分析教育过程性质量对结果性质量的影响以及影响机制，以学习参与度表征过程性质量，以学生学业成绩表征结果性质量，编制小学生学习参与度测量量表实施测量，并建构学生学习参与度对学业成绩的影响模型。研究结果表明，学生学习参与度能够显著正向影响学生的学业成绩；参与态度是学生参与的起点并影响其他3个维度，参与行为对学业成绩产生直接影响，参与时间和参与策略以参与行为为中介影响学生学业成绩。既然以小学生学习参与度为代表的教育过程性质量能够显著正向影响以学生学业成绩为代表的结果性质量，那么，小学教育就应该以全方位地提高学生学习参与度为核心任务，放弃对分数和成绩应试化的直接追求；同时，要重视过程性质量、强化对教育过程性质量的评价。
Abstract：The outcome quality and the process quality are two important aspects of education quality. The latter has special significance for compulsory education, and the evaluation of process quality is also an evaluation direction that urgently needs to be developed. Learning participation is the degree of student engagement in the learning process, including participation attitude,participation strategy, participation behavior and participation time, which can reflect the process quality of education. In order to analyze the impact of education process quality on the outcome quality and its influencing mechanism, this study characterized the process quality by learning participation, and the outcome quality by students' academic performance. In this study, we developed a scale for measuring pupils' learning participation and implemented the measurement, and constructed a model for the impact of students' learning participation on academic performance.The results show that students' learning participation can significantly and positively affect students' academic performance. Participation attitude is the starting point of students' participation and affects the other three dimensions. Participation behavior has a direct impact on academic performance. Participation time and participation strategies use participation behavior as a mediator to affect students' academic performance. Participation time and participation strategy affect students' academic performance through participation behavior. Since the process quality represented by pupils' learning participation can significantly and positively affect the outcome quality represented by students' academic achievements, the primary education should take improving students' learning participation in an all-round way as the core task, and give up the direct pursuit of scores and grades. At the same time, we should attach importance to the process quality and strengthen the evaluation of the process quality of education.
[1][25][32]朱新卓,严芮等.基于过程的教育质量及其评价[J].高等教育研究,2015,36(5):78-85.
[2]朱红.高校学生参与度及其成长的影响机制[J].清华大学教育研究,2010,31(6):35-43+63.
[3]余东升.评估一流的本科教育:路径与价值--美国的经验及其意义[J].高等工程教育研究,2012,(3):126-131.
[4][5]Kuh G D.Assessing What Really Matters to Student Learning:Inside the National Survey of Student Engagement[J].Change,2001,33(3):10-17.
[6]NSSE.What does NSSE do?[EB/OL].https://nsse.indiana.edu/nsse/index.html,2022-12-15.
[7]Pascarella E T,Seifert T A,et al.How Effective are the NSSEBenchmarks in Predicting Important Educational Outcomes?[J].Change the Magazine of Higher Learning,2010,42(1):16-22.
[8]Ewell P T.The US National Survey of Student Engagement (NSSE)[A].David D D,Maarja B.Public Policy for Academic Quality[M].New York:Springer,2010.83-97.
[9]Millis R M,Dyson S,et al.Association of classroom participation and examination performance in a first-year medical school course[J].Advances in Physiology Education,2009,33(3):139-143.
[10]罗燕,海蒂·罗斯等.国际比较视野中的高等教育测量--NSSE-China工具的开发:文化适应与信度、效度报告[J].复旦教育论坛,2009,7(5):12-18.
[11]中国大学生学习与发展追踪研究.“中国大学生学习与发展追踪研究”项目简介[EB/OL].https://ccss.applysquare.com/index/introduction,2022-12-15.
[12]王纾.研究型大学学生学习性投入对学习收获的影响机制研究--基于2009年“中国大学生学情调查”的数据分析[J].清华大学教育研究,2011,32(4):24-32.
[13]鲍威,张晓玥.中国高校学生学业参与的多维结构及其影响机制[J].复旦教育论坛,2012,10(6):20-28.
[14]史秋衡,郭建鹏.我国大学生学情状态与影响机制的实证分析[J].教育研究,2012,33(2):109-121.
[15]魏署光,陈敏等.“本科生学习与发展调查”的理论基础、问卷框架及信效度--基于华中科技大学的实践[J].高等工程教育研究,2015,(3):167-173.
[16]张俊超,李梦云.过程性学习评价如何影响大学生学习投入及学习效果--基于“H大学本科生学习与发展调查”的数据分析[J].高等工程教育研究,2015,(6):119-124.
[17]魏署光,陈敏.本科生学习效果影响机制研究--基于华中科技大学SSLD的分析[J].高等工程教育研究,2016,(2):167-173.
[18]刘宇.美国“中学学生参与调查”及其启示[J].比较教育研究,2012,34(3):52-56.
[19]Axelson R D,Flick A.Defining Student Engagement[J].Change the Magazine of Higher Learning,2010,43(1):38-43.
[20]Pace C R.Achievement and the Quality of Student Effort[J].Academic Achievement,1982,(5):1-40.
[21]Newmann F M.Student Engagement and Achievement in American Secondary Schools[M].New York:Teachers College Press,1992.[2 2]A s t i n A W.S t u d e n t i n v o l v e m e n t:A d e v e l o p m e n t a l theory for higher education[J].Journal of College Student Development,1984,40(5):518-529.
[23]Kuh G D.What student affairs professionals need to know about student engagement[J].Journal of College Student Development,2009,50(6):683-706.
[24]Bryson C.Clarify the concept of student engagement[A].Colin,B.Understanding and developing student engagement[M].Oxon:Routledge,2014.
[26]Bagozzi R P,Wong,et al.Cultural and Situational Contingencies and the Theory of Reasoned Action:Application to Fast Food Restaurant Consumption[J].Journal of Consumer Psychology,2000,9(2):97-106.
[27]Marton F,Saljo R.On qualitative differences in learning:I-Outcome and process[J].British Journal of Educational Psychology,1976,(46):4-11.
[28]Axelson R D,Flick A.Defining Student Engagement[J].Change the Magazine of Higher Learning,2010,43(1):38-43.
[29]施良方.学习论[M].北京:人民教育出版社,2000.
[30]Furrer C,Skinner E.Sense of Relatedness as a Factor in Children’s Academic Engagement and Performance[J].Journal of Educational Psychology,2003,95(1):148-162.
[31]鲁洁.教育:人之自我建构的实践活动[J].教育研究,1998,(9):13-18.
基本信息:
中图分类号:G622.0
引用信息:
[1]朱新卓,杭然.教育的过程性质量如何影响结果性质量——小学生学习参与度对学业成绩的影响[J].中国电化教育,2023,No.443(12):55-63+105.
基金信息:
教育部哲学社会科学研究后期资助项目“小学生参与度：理论基础、测量工具与影响因素研究”(项目编号：19JHQ087)研究成果
2023-12-10
2023-12-10