绵阳市大学生微观旅游环境行为研究

旅游者的微观环境行为会显著地改变目的地的旅游环境。大学生群体具有较高的出游率,其微观的旅游环境行为具有示范效应,对目的地的旅游环境质量贡献较大。本文利用χ2独立性检验,以绵阳市四所高校有过旅游经历的大学生为研究对象,分析其微观旅游环境行为发生的频率差异,结果显示:(1)相较于主动去保护旅游环境的正面行为,大学生更多的是约束自己负面的旅游环境行为;(2)出游频率和环保知识的了解程度对大学生的微观旅游环境行为有积极影响;(3)女生和来自城镇的学生在负面旅游环境行为的表现上要好于男生和非城镇学生;(4)学校和年级对大学生的旅游环境行为没有影响,但理科专业的学生表现要好于其它专业的学生。据此,应结合学校和旅游企业的力量引导大学生的微观旅游环境行为,增强其旅游环保意识。     

信息技术教学环境下学生学习行为研究

主要以学生学习行为为切入点,从微观层面分析信息技术背景下影响学习行为的要素,研究在该教学环境下学生学习行为的变化,并提出优化学习行为的相关建议。     

中学生环境行为影响因素的规律性探讨

人类环境行为与环境问题的产生密切相关,探讨人类尤其是中学生环境行为影响因素的普遍性规律,提高其环境行为水平,是解决环境问题、实现全民参与保护环境的基础。基于江苏南京、连云港五所学校的初高中学生样本,探讨前人研究得出的环境知识、环境经历、环境态度、环境信念、社会政策五个影响因素对中学生环境行为作用的普遍性。以每个学校的整体样本数据为单位运用偏相关分析,发现环境经历对中学生环境行为的影响具有普遍性,其作用机制比较稳定,不容易受学校特殊因素的干扰。而环境态度、社会政策、环境知识和环境信念四个因素对不同学校中学生环境行为的影响是否有显著性则存在不同程度的差异。在此基础上运用结构方程模型,进一步检验中学生环境行为与各因素以及各因素之间的关系,并量化各因素对中学生环境行为影响的总效应。     

1:1数字环境下师生行为特征的比较研究

1:1数字环境作为信息技术与日常教育教学活动融合的典型应用,其提升教学效率、改进教学效果的功能已得到大量研究的验证。文章以课堂教学行为为研究对象,从教师行为、学生行为、师生交互三个维度比较分析了1:1数字环境和传统教室的异同,尝试从行为层面来解释1:1数字环境的应用优势,可为1:1数字环境下教学活动的改进及优化提供借鉴。     

课堂学习环境对学习动机行为影响的实证分析--以高职英语专业学生为样本

文章主要运用定量研究的方法，通过问卷调查、学习行为观察、自我陈述及对调查数据进行均值检验、相关分析、回归分析等手段，从三所职业院校外语系709人中严格分层抽样出20名乐学学生、20名次厌学学生及20名厌学学生，对他们的学校学习环境影响学习动机行为的情况进行调查分析。结果发现：①三大类学生对现今高职院校学校学习环境的认可度不高并且看法较为一致：不满意。②学校学习环境与学习动机行为的相关分析表明学校学习环境对高职院校学生学习动机行为会产生微弱影响，但相对而言，对厌学类学生影响更大。③学校学习环境与动机行为的回归分析表明某些课堂学习环境对英语学习动机行为有影响。具体表现为：厌学类学生动机行为的最主要影响因素是教师责任心不高；次厌学类学生的最主要影响因素是教师上课的奈理不清与节奏较慢；乐学类学生学习外语动机行为的最主要影响因素是教师教法的单一与课堂气氛的枯燥。     

信息化环境下高校课堂教学互动行为序列研究——以某高校《现代教育技术》课为例

师生互动作为教学过程的重要组成部分,影响着课堂教学质量和教师专业发展。文章基于改进后的信息化环境下课堂教学互动行为分析编码系统,使用滞后序列分析法,以某高校两节《现代教育技术》课程为例,研究信息化环境下高校课堂中的师生言语行为比率、师生使用技术比率、教师提问与学生发言、教师语言作用、课堂显著行为序列等方面所产生的数据。研究表明:在《现代教育技术》课程的教学过程中,信息技术得到充分利用;课堂师生互动形式多样化,体现了学生的主体性地位;在学生活动中,教师进行干预、教学评价环节、教师提问策略、技术使用深度等方面仍需改进。     

国际化教育对大学生主动环境行为的影响研究

在国际化教育成为主流的背景下,高校对学生主动环境行为培养具有重要的作用。随着社会对国际化人才需求的日益提升,我国高校人才培养体系中尚缺乏环境意识与环境行为的相关教学环节,因此,本文旨在探索高等教育加入国际化因素后对大学生环境行为更深层次的影响。以能源类高校学生为样本,通过对环境行为理论的分析,确定大学生清洁能源意识及环境可持续发展意识、环境行为等相关因素,收集数据并建立相关模型,利用Spearman相关分析,检验模型的准确程度。基于此模型得出,国际化教育能够通过影响学生的清洁能源使用意识对其环境行为产生影响,进而提出通过提升国际化教育水平的方式,促进高校学生主动性环境行为的建议。     

藏族大学生学校环境与问题行为的关系

文章采用《青少年行为问卷》和《学生学校情景量表》对450名藏族大学生进行调查,探讨学校环境对藏族大学生问题行为的影响。结果发现:学校环境的课业与自我适应维度对学业适应不良有显著影响,常规和自我适应维度对攻击行为有显著影响,常规维度对违纪有显著影响,常规、同学关系和自我适应维度对退缩、神经质和问题行为总分都有显著影响,课业、同学关系和自我适应维度对考试焦虑有显著影响。表明学校环境对藏族大学生问题行为具有显著的影响。     

公园环境与行为的研究——以昆明翠湖公园为例

从公园环境与行为研究的必要性,分析了环境心理对人们的行为活动的影响,以对翠湖公园进行的调研分析为例反映了设计应以人为本,并从设计者的反思和对使用者的引导等方面探讨了公园中环境与行为的发展趋势,同时提出了无论是设计者还是使用者,都应维护身边的公共环境,只有自身的心理健康,才能让周边的环境更加生态.     

社会环境危险性与青少年的吸烟行为

采用追踪研究设计 ,从两所普通中学选取初一、初二、高一和高二学生参加间隔时间为六个月的两次测查 ,共有有效被试 81 5名 ,以考察社会环境危险性与青少年的吸烟认识和吸烟行为的关系。研究发现 :( 1 )青少年在吸烟方面所处的社会环境危险性不同 ,处于中度社会环境危险性的青少年最多 ,高危男生明显多于女生 ,但年级差异不显著 ;( 2 )社会环境危险性越高 ,青少年越认可吸烟的好处 ,越否定吸烟的危害 ;随时间的发展 ,社会环境危险性越高的青少年越认可吸烟的好处 ,越否定吸烟的坏处 ;( 3)青少年的吸烟行为随社会环境危险性的增加而呈明显增长的趋势 ;随时间的发展 ,高、低危青少年的吸烟行为并没有明显变化 ,而中危青少年吸烟行为明显增加 ;( 4 )六个月前的社会环境危险性、吸烟认识、吸烟行为能够很好地预测六个月后的吸烟行为。     

An investigation of the goals for an environmental science course: teacher and student perspectives

This investigation uses an ethnographic case study approach to explore the benefits and challenges of including a variety of goals within a high school Environmental Science curriculum. The study focuses on environmental education (EE) goals established by the Belgrade Charter (1975), including developing students’ environmental awareness and behavior, but also explores alternative goals including empowerment, presenting a balanced perspective, improving critical thinking skills, and developing an emotional connection with environmental issues. This research, which was conducted at a public high school in the northeast United States, aims to understand the teacher’s reasoning for including the above goals within the curriculum and the students’ reactions to the enactment of these goals. Interview data from 10 student participants and the teacher reveal areas of alignment between teacher and student perspectives regarding goals such as presenting a balanced approach, as well as misalignment in areas such as the teaching of environmentally friendly behaviors.     

The Effects of an Environmental Education Program on Students,Parents, and Community

Abstract

This study evaluated the impact of an environmental education program on students, parents, and the community. The program, in place for 5 years in 5th and 6th grade classes, was designed to help learners take an in-depth look at environmental issues in their community, make data-based decisions about those issues, and participate in resolving those issues. Qualitative and quantitative methodologies were employed (including student, parent, school personnel, and community member interviews). The authors discuss program connections to students' critical thinking, environmental literacy, and participation in the community; reading, writing, and speaking skills; student and teacher characteristics; and parent and community viewpoints.     

Role of Significant Life Experiences in Building Environmental Knowledge and Behavior Among Middle School Students

Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools.     

Urban 5th graders conceptions during a place‐based inquiry unit on watersheds

This study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place‐based inquiry unit on watersheds. Research on watershed and place‐based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher‐researcher designed the curriculum, taught the unit and conducted the research using qualitative data sources such as concept maps, science notebooks and interviews. Most students came to understand that their watershed was part of an urban environment where water drains from the surrounding land into a body of water. Thus, they began to understand how urban land use affects water quality. This study provides evidence for the use of place‐based learning in developing students' knowledge of the National Science Education Standards (NRC, 1996) and watersheds. Implications of this study include the use of place‐based learning in urban settings and the experiences needed for students to conceptualize watersheds. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 501–517, 2010     

农村初中物理科学探究课堂教学行为的现状调查

以湖南省某县农村初中为研究对象,选取6个乡镇的8所学校的八、九年级学生为样本,进行学生和教师问卷调查、物理探究课堂观察以及对教研员、教研组长、物理教师访谈。研究结果发现:农村初中物理科学探究课堂教学行为在年级、地域、探究内容难易方面存在明显的差异,探究教学行为没有发生根本的转变。根据研究结论提出改革中考评价与教师考核机制,加强对边远地区教学的管理与指导等教育教学的建议。     

小学生数学学习非智力因素调查问卷的设计与编制

为定量测评小学生的非智力因素水平,以小学5-6年级学生为研究对象,在查阅相关文献与征询专家意见的基础上,通过项目分析、探索性因素分析、验证性因素分析等方法,研制出《小学生数学学习非智力因素调查问卷》。正式问卷包括动机、态度、情绪情感、意志、性格5个主维度及对应的11个子维度。问卷具有较好的信度与效度,可作为测量5-6年级小学生数学学习非智力因素的有效工具。     

哈尼族青少年学生文化认同的理论构建及问卷初步编制

通过文献分析和实证研究,构建了哈尼族青少年学生文化认同的理论维度,并据此编制了哈尼族青少年学生文化认同的测量问卷。对问卷进行探索性因素分析和验证性因素分析后表明:文化认同是多侧面的,包含4个维度,该研究所构建的文化认同理论体系比较合理。《哈尼族青少年学生文化认同问卷》具有较好的信度和构想效度,可以作为评定哈尼族青少年学生文化认同状况的测量工具。     

Problem-Based Learning in 9th Grade Chemistry Class: ‘Intermolecular Forces’

This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38 students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem, the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions and also social skills.