摘要
采用自编的《中学生知识学习观量表》,探讨了中学生知识学习观的现状和特点。结果表明:(1)中学生的知识学习观在总体上还是建设性的;(2)不同性别、文理科学生在知识学习观各维度上存在显著差异;(3)初中生的知识学习观比高中生的知识学习观更具建构性;(4)不同成绩水平的学生在知识学习观各维度上存在显著的差异,知识学习过程观、知识价值观、知识学习态度观是中学生学习成绩的有效预测变量。
The present study investigated the middle school students＇ beliefs of knowledge and knowing by using the self designed scale. The results indicated that： （1） the beliefs of knowledge and knowing of middle school students were overly constructive; （2） Differences occurred in the dimensions of the beliefs of knowledge and knowing among students of different sex and also among the students major in liberal arts and sciences; （3） the beliefs of knowledge and knowing of junior middle school students were more constructive than the senior middle school students; （4） there were remarkable differences at the dimensions of beliefs of knowledge and knowing among the students of different performance; the beliefs of knowledge learning process, the beliefs of knowledge value, the beliefs of the attitude of knowledge learning were all the valid predictive variables for the academic performance of middle school students. Key words middle school students, beliefs of knowledge and knowing, academic performance.
出处
《心理与行为研究》
2005年第4期291-295,309,共6页
Studies of Psychology and Behavior
关键词
中学生
知识学习观
学习成绩
middle school students, beliefs of knowledge and knowing, academic performance
