摘要
本项研究把课堂教学看成一个动态系统。在广泛收集资料和运用特尔斐法进行调查的基础上,又经两次因子分析处理,得出问卷量表。用此量表在62名初中数学教师所教的1937名学生中取得数据。经多因素统计分析,提出课堂教学的五个子系统和二十五项心理因素的可靠性;突破了以往研究的局限性;探讨了课堂教学结构心理因素的数量化和预测教学效果的可能性;增强了评议课堂教学质量的客观性。
This research views class teaching as a dynamic system. A questio-nnaire scale was determined based upon widely collected material andexpert appraisal as well as a double process of factor analysis. Data forthis scale was acquired from 1, 937 junior middle school studentstaught by 62 teachers in mathematic classe. The result of the multi-fa-ctor statistical analysis showed the reliability of the five second-ordersubsystems and twenty-five psychological factors in class teaching pro-posed by the research made a breakthrough in the limitations of previousresearch work, explored the feasibility of quantification and predictionand strengthened objectivity in the appraisal of the quality of classteaching.
出处
《心理学报》
1988年第4期392-399,共8页
Acta Psychologica Sinica
