高中理科学习困难的量化研究——基于三省(市)的问卷调查

Quantitative Research on Difficulty in Senior High School Science Learning:An Empirical Study

理科教学中长期存在的教学效率低、学业成绩低、学生理科学习兴趣不高等问题一直没有得到有效的解决,其根本原因在于对理科学习困难的成因和现状缺乏深入的、系统的分析。对辽宁、北京和河南三个省(市)的高中师生展开的学习困难量化研究显示,师生对高中理科学习困难的原因认识存在显著性差异,都是客体因素排在第一,而将涉及自己的因素排在最后。指标的细化研究表明,师生认为导致理科学习困难的最重要因素是"生活实践"、"学习方法",最不重要的因素是"学习基础",而关于"情感态度"的认识则差异较大。

Long-term issues with science teaching include low teaching efficiency, poor academic achievements and low interest, which are caused by lack of systematic analysis of difficulties and current situation in science learning. The findings of research on teachers and students in Liaoning Province, Beijing City and Henan Province show that teachers and students have significant differences in their knowledge of reasons for difficulty in learning. Detailed study reveals that teachers and students hold that the most important factors for science learning difficulty are life practice and learning methods, and that the least important factor is learning basis, while there exist a big difference in the cognition of emotion and attitude.