学生对教学调节策略的公平知觉

【作者】 聂尤彦；

【导师】 李晓东；

【作者基本信息】 东北师范大学 ， 发展与教育心理学， 2003， 硕士

【摘要】 本研究以199名中小学生为被试，采用访谈法和问卷法研究了学生对教学调节策略的公平知觉及其影响因素。同时调查了课堂中教师教学调节策略的运用情况。结果表明： (1)学生对教学调节策略的公平知觉存在差异，帮助是学生认为最公平的教学调节策略，其次是丰富。不同年级的学生对加速和等待两种教学调节策略的公平知觉存在差异，高中二年级学生与低年级学生相比认为加速更加公平，而等待更加不公平。 (2)随着年龄的增长，学生的公平观念也在发生变化。9岁左右的学生(小学三年级学生)对公平的理解多处于水平二阶段，强调工作的量的分配是非常重要的，常以外在指标作为判断标准。11至15岁的学生(小学五年级至初中三年级的学生)对公平的理解多处于水平三阶段，已经意识到学习是学校中分配的最重要的利益，大家应该学习一样的知识，平等的学习是公平的。17岁左右的学生(高中二年级学生)对公平的理解多数处于水平五阶段，认为教师可以有差别地对待能力不同的学生，这样才是公平的，忽视学生差异的教学调节策略被认为是不公平的。 (3)学优生、中等生和学困生对教学调节策略的公平知觉存在差异。学优生和中等生认为加速的教学调节策略更为公平，认为等待的教学调节策略更为不公平。中等生和学困生认为在课堂上运用帮助的教学调节策略更为公平。 (4)虽然学生认为帮助的教学调节策略最为公平，但教师很少在课堂上采用这种教学调节策略。更多还原

【Abstract】 Through interviews and questionnaires, the students’ perception of fairness to teaching practices was studied. The results showed that:(1) When every practice was paired with every other practice, students’ choice of the fairer practice indicated that helping was the fairest at all grades, and the next was enrichment. Eleven graders saw acceleration as fairer than the youngers and waiting as less fair.(2) Content analysis of students’ justifications showed that fairness meant different things at different ages. 9 years old students (3 graders) emphasized the equality in the amount of schoolwork completed and their conceptions of fairness were at level 2. 11 to 15 years old students (5 to 9 graders) believed that learning was the most important good to be distributed in school and everyone should learn the same material equally well: simple equality of learning was fair. Their conceptions of fairness were at level 3. 17 years old students believed that those capable students could learn more than others and their conceptions of fairness were at level 5.(3) The perceptions of fairness of students (mathematically gifted, normal and disable students) to teaching practices were different. Gifted and normal students saw acceleration as more fair and waiting as less fair than disable ones. Normal and disable students saw helping as more fair than gifted ones.(4) Although all graders believed that helping was the fairest practice, the teachers seldom used it.更多还原