学与教中的人际关系调查:基于ICIC数据库的报告
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摘要
学与教中的人际关系是师生在共同的教育教学过程中通过交往和相互作用而形成的直接的心理关系,是刻画教师-学生围绕课程方案互动的关键变量。该文通过一项较大规模的数据调查(ICIC)来回答目前学与教中的人际关系状况是怎样的、人际关系良好的班级在学与教的方面具有哪些特征。结果发现,中心城区学校学生的人际关系优于城郊学校,七年级学生的人际关系优于八年级学生,女生比男生更容易建立良好的人际关系;同伴关系良好的学生更容易拥有良好的师生关系,反之亦然。人际关系良好的班级,学生拥有更积极的学校幸福感,学业自我概念清晰、学习积极主动。同时,教师在教学中能尊重学生差异和主体地位,而且通常这样的班级班额不会太大。
Interpersonal relationship in teaching and learning is a direct psychological relationship formed by teacher-student communication and interaction in pedagogical process. It's a key variable to depict teacher-student interaction around curriculum plans. This paper,based on a large-scale data survey( ICIC),aims to explore the current situation of peer relationship and teacher-student relationship and the characteristics of classes with good relationship in terms of teaching and learning. The results show that,students from schools in central urban areas have better peer relationship and teacher-student relationship than those from schools in suburban areas,grade-7students have better peer relationship and teacher-student relationship than Grade-8 students,and girls construct closer relationship with classmates and teachers than their boy counterparts; students having better peer relationship tend to have closer teacher-student relationship,vice versa; in the classes with better peer relationship and teacher-student relationship,students tend to have more positive school well-being,clearer academic self-concept and more active learning engagement,meanwhile,teachers regard students as the main part and respect student differences,and usually the class size is not too large.
Interpersonal relationship in teaching and learning is a direct psychological relationship formed by teacher-student communication and interaction in pedagogical process. It's a key variable to depict teacher-student interaction around curriculum plans. This paper,based on a large-scale data survey( ICIC),aims to explore the current situation of peer relationship and teacher-student relationship and the characteristics of classes with good relationship in terms of teaching and learning. The results show that,students from schools in central urban areas have better peer relationship and teacher-student relationship than those from schools in suburban areas,grade-7students have better peer relationship and teacher-student relationship than Grade-8 students,and girls construct closer relationship with classmates and teachers than their boy counterparts; students having better peer relationship tend to have closer teacher-student relationship,vice versa; in the classes with better peer relationship and teacher-student relationship,students tend to have more positive school well-being,clearer academic self-concept and more active learning engagement,meanwhile,teachers regard students as the main part and respect student differences,and usually the class size is not too large.
引文
[1]沃建中,林崇德,等.中学生人际关系发展特点的研究[J].心理发展与教育,2001(3):9-15.
[2]韩丕国,李云霞.新课程背景下中学生人际关系调查研究[J].周口师范学院学报,2005,9(5):112-115.
[3]夏俊丽.高中学生人际关系与主观幸福感关系的研究[J].神经疾病与精神卫生,2007,7(1):40-42.
[4]吴超.中学生人际关系与主观幸福感的相关性研究[D].重庆:西南大学,2008.
[5]Damme J.V.,Fraine B.D.,Landeghem G.V.,Opdenakker M.&Onghena P.A New Study on Educational Effectiveness in Secondary Schools in Flanders:An Introduction[J].School Effectiveness and School Improvement,2002,13(4):383-397.
[6]钟启泉,崔允漷,张华,等.为了中华民族的复兴为了每位学生的发展:《基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2001:272-273.
[7]Wubbels T.&Brekelmans M.Two Decades of Research on Teacher-Student Relationships in Class[J].International Journal of Educational Research,2005(43):6-24.
[8]李宜霞.学习动机量表在初中生中的信效度研究[D].长沙:湖南师范大学,2007.
[9]Fraine,B.D.,Landeghem,G.V.,Damme,J.V.&Onghena,P.An Analysis of Well-being in Secondary School with Multilevel Growth Curve Models and Multilevel Multivariate Models[J].Quality and Quantity,2005,39(3):297-316.
[10]Fraine,B.D.,Damme,J.V.&Onghena,P.A Longitudinal Analysis of Gender Differences in Academic Self-concept and Language Achievement:A Multivariate Multilevel Latent Growth Approach[J].Contemporary Educational Psychology,2007,32(1):132-150.
[11]李勉媛.初中生自尊的发展及其与师生关系、学业成绩的关系[D].桂林:广西师范大学,2003.
[12]王耘,王晓华.小学生的师生关系特点与学生因素的关系研究[J].心理发展与教育,2002(3):18-23.
[13]邹泓,屈智勇.中小学生的师生关系与其学校适应[J].心理发展与教育,2007(4):77-82.
(1)参见:Pintrich,P.R.&De Groot,E.V.Motivational and Self-regulated Learning Components of Classroom Academic Performance[J].Journal of Educational Psychology,1990,82(1):33-40.梁宇颂.大学生成就目标、归因方式与学业自我效能感的研究[D].武汉:华中师范大学,2000.
(2)参见:Opdenakker,M.C.,Van Damme,J.Effects of Schools,Teaching Staff and Classes on Achievement and Well-being in Secondary Education:Similarities and Differences Between School Outcomes[J].School Effectiveness and School Improvement,2000,11(2):165-196.OECD.Measuring Student Knowledge and Skills:A New Framework for Assessment[R].Paris:OECD,1999.
[2]韩丕国,李云霞.新课程背景下中学生人际关系调查研究[J].周口师范学院学报,2005,9(5):112-115.
[3]夏俊丽.高中学生人际关系与主观幸福感关系的研究[J].神经疾病与精神卫生,2007,7(1):40-42.
[4]吴超.中学生人际关系与主观幸福感的相关性研究[D].重庆:西南大学,2008.
[5]Damme J.V.,Fraine B.D.,Landeghem G.V.,Opdenakker M.&Onghena P.A New Study on Educational Effectiveness in Secondary Schools in Flanders:An Introduction[J].School Effectiveness and School Improvement,2002,13(4):383-397.
[6]钟启泉,崔允漷,张华,等.为了中华民族的复兴为了每位学生的发展:《基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2001:272-273.
[7]Wubbels T.&Brekelmans M.Two Decades of Research on Teacher-Student Relationships in Class[J].International Journal of Educational Research,2005(43):6-24.
[8]李宜霞.学习动机量表在初中生中的信效度研究[D].长沙:湖南师范大学,2007.
[9]Fraine,B.D.,Landeghem,G.V.,Damme,J.V.&Onghena,P.An Analysis of Well-being in Secondary School with Multilevel Growth Curve Models and Multilevel Multivariate Models[J].Quality and Quantity,2005,39(3):297-316.
[10]Fraine,B.D.,Damme,J.V.&Onghena,P.A Longitudinal Analysis of Gender Differences in Academic Self-concept and Language Achievement:A Multivariate Multilevel Latent Growth Approach[J].Contemporary Educational Psychology,2007,32(1):132-150.
[11]李勉媛.初中生自尊的发展及其与师生关系、学业成绩的关系[D].桂林:广西师范大学,2003.
[12]王耘,王晓华.小学生的师生关系特点与学生因素的关系研究[J].心理发展与教育,2002(3):18-23.
[13]邹泓,屈智勇.中小学生的师生关系与其学校适应[J].心理发展与教育,2007(4):77-82.
(1)参见:Pintrich,P.R.&De Groot,E.V.Motivational and Self-regulated Learning Components of Classroom Academic Performance[J].Journal of Educational Psychology,1990,82(1):33-40.梁宇颂.大学生成就目标、归因方式与学业自我效能感的研究[D].武汉:华中师范大学,2000.
(2)参见:Opdenakker,M.C.,Van Damme,J.Effects of Schools,Teaching Staff and Classes on Achievement and Well-being in Secondary Education:Similarities and Differences Between School Outcomes[J].School Effectiveness and School Improvement,2000,11(2):165-196.OECD.Measuring Student Knowledge and Skills:A New Framework for Assessment[R].Paris:OECD,1999.