课堂学习环境、学习方式与大学生发展

本研究应用对全国15所高校3000余名一年级大学生的调查数据,探讨了大学生感知的大学课堂学习环境、学习方式与其认知与情感发展之间的关系。研究发现,大学生感知的课堂学习环境与其采用的学习方式具有非常紧密的联系;大学生感知的课堂学习环境、采用的学习方式对其认知与情感发展也具有显著的影响。据此,本研究提出,改善大学课堂学习环境是转变大学生学习方式、提高大学生学习质量的一个重要突破口。     

大学数学课堂学习环境特征分析

文章应用自主开发的“大学数学课堂学习环境问卷”,对全国不同地区、不同类型的15所高校100多个班级的一年级大学生进行了调查,并根据调查数据分析了学生感知的大学数学课堂学习环境的特征。在此基础上,进一步讨论了营造良好大学数学课堂学习环境的对策建议。     

优化学生学习经验 提高高校教学质量──基于学生视角的高校教学质量改进途径与方法探讨

提高高等学校教学质量,需要高校内外结合;在高校内部,需要教与学结合。但长期以来人们忽视对作为教育主体的大学生学习的研究,忽视从教学的本源上去解决质量问题。本文提出了建立基于学生视角的高校教学质量保障体系的建议,并从转变大学生的学习方式,转变大学生感知的学习环境、改善大学生的课程学习经验两个方面探讨了提高大学学习质量的途径与方法。     

大学生深层学习的归因分析与对策建议

在中国即将由高等教育大众化阶段进入普及阶段的特殊时期,要在维持高校入学率的同时保证高校人才培养质量,这就要求高校教师要引导大学生采用深层学习的方式进行学习,大学生自己也应通过深层学习的方式不断提高自己的专业知识素养。但从深层学习的视角来看,目前我国高校学生的学习现状不容乐观。他们倾向于个体学习、被动学习,停留在表层学习,而不愿进行深层学习。造成这些现象的原因是多方面的。文章从学生观念因素、教师教学因素以及高校课程因素进行了细致分析,最后基于对大学生深层学习的归因分析,从学生、教师、高校三方面提出了促进大学生深层学习的对策建议。     

深层学习与支持深层学习的教学策略

大学生的学习可以分为表层学习和深层学习,前者是信息复制型学习,依靠记忆,后者是意义探寻型学习,基于理解.深层学习对大学生身心的全面发展,特别是实践能力和创新能力的发展具有重要意义.因此,大学应该采取一些有效的教学策略鼓励和支持大学生采用深层学习方式.     

学习环境对大学生学习方式、学业成就的影响——基于本科拔尖创新人才培养的实证研究北大核心CSSCI

本科拔尖创新人才培养,是高等教育改革的重要"试验田"。调查研究发现:(1)实验班的院校间差异突出,办学成效显著不同;(2)学习环境主要影响大学生的表层学习方式,对深层学习方式的作用有限,而且对普通班的影响更大,对实验班影响较小;(3)师生关系影响深层学习方式,同学关系影响表层学习方式;(4)两种课内外学习环境都只作用于表层学习方式,实验班学生需要更高挑战性、更切合其需求的科研与课程。因此,需要采取措施进一步优化实验班教育改革。     

数学“探究学习模式”浅议

数学课堂教学的有效性表现为学生课堂教学学习活动的有效性。而“有效地数学学习活动不能单纯地依赖模仿与记忆,动手实践,自主探索与合作交流也是学生学习数学的主要方式。”因此．为保证课堂教与学的有效性,数学课堂教学模式应根据数学学科特点,由以教师教授为主的教学模式向以学生自主探究式学习方式为主的学习模式转变,并以学生的学习模式主导课堂活动。     

大学生课堂体验对学习成果的影响研究

大学生课堂体验是衡量高等学校教学质量的重要维度.文章以大学生参与理论以及大学生学习结构模型等相关理论为依据,从教师教学、同伴关系、课业负担、学习自由度四个维度对大学生课堂体验进行划分,并设计开展大学生课堂体验调查,分析课堂体验对学习成果包括学习成绩、总体满意度、总体学习收获的影响.研究结果显示,我国大学生课堂体验对学习成果有显著影响.同伴关系是影响大学生发展与成长的重要因素,教师教学是影响总体学习收获的重要指标,适度的学习自由度和课业负担是学生取得学习成果的需要.基于此,高校应全面评价、重新审视大学课堂,重视大学生的课堂体验,进一步深化高校教学改革,充分发挥专业教师的引领作用,构筑多样化的学生学习团队,发挥同伴互助教育的最大效应.     

课堂学习环境与来华留学生学习收获的研究——以清华大学为例

课堂是学习活动进行的最主要场所,学生对课堂学习环境的感知会影响学生的教育收获。本研究选择留学生课堂学习这一微观视角,依据学生发展理论和课堂学习环境理论,以清华大学在校留学本科生为研究对象,分析课堂学习环境对留学生教育收获的影响。研究发现,不同群体留学生感知的课堂学习环境存在差异,韩国留学生、"分离"教育模式下的留学生以及不以中国为留学首选国的留学生群体对课堂学习环境的感知显著低于其他留学生群体;课堂学习环境感知对留学生的教育收获具有显著的预测作用。     

小学数学课堂环境与学习成果的关系

根据小学数学课堂环境现状的调查结果,研究者将中国大陆小学数学课堂环境分为倾向传统型、中间型和倾向建构型三种类型。不同课堂环境类型的课堂中,学生的学习成果有显著差异。建构型课堂的学生相对于传统型课堂的学生来说,他们的学习取向更倾向于深层,学习态度更加积极,有相对开放的数学观,而中间型和传统型课堂的学生的学习取向倾向于表层,学习态度消极,数学观不开放;但同时,建构型课堂的学生依旧存在着狭隘的数学观。     

Learning Environment and its Association with Student Satisfaction Among Mathematics Students in Brunei Darussalam

This article reports a study of lower secondary mathematics classroom learning environment in Brunei Darussalam and its association with students' satisfaction with learning mathematics among a sample of 1565 students from 81 classes in 15 government secondary schools. Students' perceptions of the classroom learning environments were assessed with a version of the My Class Inventory (MCI) that had been modified for the Brunei context. The study revealed a satisfactory factor structure for a refined three-scale version of the MCI assessing cohesiveness, difficulty and competition. This finding is noteworthy because the factorial validity of the MCI has not previously been established in past research in other countries. Also each scale displayed satisfactory internal consistency reliability and discriminant validity and was able to differentiate between the perceptions of students in different classes. A one-way MANOVA revealed that students generally perceived a positive learning environment in mathematics classes. Also the study supported earlier research suggesting that boys and girls hold different perceptions of the same classroom learning environments. Relationships between student satisfaction and classroom environment were investigated using simple and multiple correlation analyses, using both the individual student and class mean as units of analysis. Associations between satisfaction and the learning environment were statistically significant both at student and class levels for most MCI scales. This revised version was published online in August 2006 with corrections to the Cover Date.     

Self-efficacy Theory and Learning Environment Research

The purpose of this article is to bring to the attention of educators interested in student perceptions of the learning environment the concept of self-efficacy. Social learning theorists define perceived self-efficacy as a sense of confidence regarding the performance of specific tasks. Our premise is that student self-efficacy beliefs regarding academic performance can have important implications for improving learning environments and, consequently, student outcomes. We believe that focusing on students' academic self-efficacy could alter student perceptions of the learning environment. Unlike most beliefs systems, which can be highly personal, academic self-efficacy is generally a belief that is addressable in a classroom context. Therefore, understanding more about the reciprocal relationship between the learning environment and students' academic self-efficacy beliefs should be a fruitful focus for learning environment research. This revised version was published online in July 2006 with corrections to the Cover Date.     

高中英语课堂环境与学习成果的关系研究

课堂环境与学习成果的关系一直是西方课堂环境研究的热点。本研究运用《中学英语课堂环境量表》作为测量工具,测量了高中生对英语课堂环境的感知与其英语学习态度和学习成绩之间的关系。研究结果表明:课堂环境是影响二语学习成果的主要因素之一,积极的课堂环境可以改善和提高学生的二语学习成果。课堂环境通过直接效应和中介效应共同影响二语学习成果,其中任务取向对二语学习成果的预测力最大。     

智慧教室环境下大学生学习环境偏好与学习策略的关系探究

为探究智慧教室环境下大学生学习环境偏好与学习策略之间的关系,文章以华中地区H大学在智慧教室环境下学习的本科生为研究对象,通过"智慧教室环境偏好量表"和"大学生学习策略量表",调查了大学生在智慧教室环境下的学习环境主要偏好、学习策略整体水平以及两者之间的关系,结果发现:大学生对智慧教室环境持积极认可的态度,智慧教室环境下大学生的学习策略处于中等水平,大学生学习环境偏好与学习策略显著正相关。此结论表明,改善大学生对智慧教室环境的偏好对于提高其学习策略水平具有重要意义。     

Working in the Mathematics Frame: Maximizing the Potential to Learn From Students' Mathematics Classroom Discussions

The quality of students' mathematics classroom discussions is an important factor in determining mathematics classroom learning outcomes. Good mathematics classroom discussions provide an opportunity for ideas to be shared and developed, but not all mathematics classroom discussions produce these learning opportunities. In this paper I discuss three constructs (subject, purpose, and frame) and how they can be used to analyze and characterize the quality of students' mathematics classroom discussions in terms of the mathematics learning potential that those discussions provide. This revised version was published online in July 2006 with corrections to the Cover Date.     

Conceptualisation,Development and Validation of an Instrument for Investigating the Metacognitive Orientation of Science Classroom Learning Environments: The Metacognitive Orientation Learning Environment Scale – Science (MOLES-S)

Metacognition refers to an individual's knowledge, control and awareness of his/her learning processes. An important goal of education is to develop students as metacognitive, life-long learners. However, developing students' metacognition and evaluating whether classrooms are oriented to the development of students' metacognition are difficult and often time-consuming tasks. Further, no instruments that measure key dimensions related to classroom factors that specifically influence the development of students' metacognition have been available. This article describes the conceptualisation, design, and validation of an instrument for evaluating the metacognitive orientation of science classroom learning environments. The metacognitive orientation of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition. Social constructivism was the guiding referent informing the instrument's orientation and development. This instrument measures students' perceptions of the extent to which certain psychosocial dimensions, evident in learning environments where interventions have resulted in enhanced student metacognition, are evident in their science classrooms. Findings from the use of this instrument complement what is already known from research studies to be generally the case in relation to science classrooms' metacognitive orientation. This revised version was published online in July 2006 with corrections to the Cover Date.     

An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments

The purpose of this article is to describe the development, validation and use of the Constructivist Multimedia Learning Environment Survey (CMLES). This questionnaire assesses teachers' and students' perceptions of the learning environment when students use online multimedia programs while teachers use constructivism as a referent for their teaching. The design of the questionnaire was based on a constructivist approach to learning and focused on the process of learning with the multimedia program and on the nature of that program. Before the use of the CMLES becomes widespread, it was important to determine whether it is valid and reliable. Therefore, a study involving 221 students in 12 high school classrooms into statistical validation and interpretive validation of the questionnaire was undertaken. For this sample of Grade 10 and 11 students who completed the actual and preferred forms of the questionnaire, the CMLES scales demonstrated a high degree of internal consistency reliability (with alpha reliability coefficients ranging from .73 to .82), as well as satisfactory factorial validity and discriminant validity. Therefore, the study supports the reliability and validity of the CMLES for assessing students' and teachers' perceptions of one important aspect in evaluating learning environments which promote the use of multimedia programs and constructivist learning approaches.     

A Teacher Professional Development Program on Using a Constructivist Multimedia Learning Environment

This paper describes a professional development program using an interactive multimedia program to develop teachers' understanding of a constructivist epistemology in science education. The aim of this study was to describe teachers' reflections on and perceptions of a series of professional development workshops and how teachers changed their classroom practices after having participated in the workshops. The software, developed with the cooperation of teachers and students, is based on the Birds of Antarctica database (Maor & Phillips, 1996). This database was designed as an interactive program which requires teachers to use a constructivist-oriented approach to teaching and learning in order to promote the development of inquiry skills particularly higher-order thinking skills. A series of workshops for teachers was conducted to empower them to become comfortable with using computers in science classrooms and to enable them to enhance their understanding of, and ability to use, personal and social constructivist approaches. Teachers' perceptions of the process of learning with the multimedia program and their reactions to their experiences were assessed using a new instrument, the Constructivist Multimedia Learning Environment Survey (CMLES). The results of the study suggest that teachers who participated as learners in the professional development program became familiar with a constructivist-oriented multimedia learning environment; understood the context, problems, and issues faced by students in the classroom; and were better able to facilitate students' needs and understanding in this learning environment. This revised version was published online in July 2006 with corrections to the Cover Date.     

Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience

Students’ learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are taught by the same instructor in the same semester. General perceptions as well as students’ understanding and retention of the course material are measured and compared. The flipped classroom students outperform their traditional lecture peers on exams, especially in terms of their mathematical problem-solving skills. The flipped classroom students are also more confident than their traditional lecture peers about their abilities and their understanding of the course material, crediting their understanding primarily to the in-class activities, which are made possible because the flipped classroom design promotes an experiential, active-learning environment without compromising content.