初中生知觉的教师课堂教育行为的结构、发展特点的研究

RESEARCH ON THE STRUCTURAL AND DEVELOPMENTAL FEATURES OF TEACHER′S BEHAVIOR IN CLASSROOM PERCEIVED BY SECONDARY SCHOOL STUDENTS

本研究采用教师课堂教育行为的学生知觉问卷 ,对 5 0 0名初一至初三的学生进行调查 ,考察了初中生知觉的教师课堂教育行为的结构与发展特点。结果发现 :(1)初中生知觉的教师课堂教育行为具有一定的内在结构 ,它包括积极情感、约束与控制行为、消极情感与支持帮助行为。 (2 )初中生对教师课堂教育行为的知觉存在着显著的年级差异 ;(3)在初中生对教师的约束与控制以及消极情感行为的知觉上 ,男女之间有显著的差异 ;

The inventory of perceiving Teacher′s Behavior in Classroom was investigated among 500 students ranging from grade 1 to grade 3 of secondary school in the city of Nanchong, Sichuan province. The objective was to explore the structural and developmental features of students′perception of teacher′s behavior in classroom. The research has showed:(1)Students′ perception of teacher′s behavior in classroom has certain internal structure. It includes positive emotional, discipline behavior, negative emotional and support help behavior;(2)Students′perception of teacher′s behavior in classroom shows obvious age traits;(3)Students′perception of discipline behavior and negative emotional behavior has obvious sex difference, but the perception of positive emotional and support help behavior has no obvious sex difference.