中国学生的保守课堂学习行为及其与中庸思维、批判性思维等的关系

Chinese Students' Conservative Learning Behavior in Classroom and Its relationship with Mean thinking and Critical Thinking

基于问卷调查研究发现,中国学生的保守课堂学习行为具有深层次的内涵。在大班背景下,这些保守课堂学习行为背后由三种心理成分构成:自我倾向、习惯倾向和利他倾向。根据这三种心理行为成分之不同组合,可以将学生分为三种课堂学习类型:强习惯保守型、强利他保守型、主动开放型。三者的人数比例约为5:3:2。在中庸思维的指标上,强习惯保守型最强,强利他保守型居中,主动开放型最弱;在批判性思维的指标上,主动开放型最强,强利他保守型居中,强习惯保守型最弱。三种类型的学生在学习结果上没有显著的差异。鉴于批判性思维是创新能力的核心要素,本研究认为,激活中国课堂教学环境,鼓励学生积极参与到学习活动中来,是未来教育改革的重要任务。

Based on questionnaire survey, this research found out the profound meanings of the Chinese students ＇ conservative learning behavior in the classroom. In a large-sized class, the learning behavior can be interpreted by three psychological inclina-tions： the ego-centered, the customary and the altruistic. Based on the three inclination factors, the students can be clustered into three groups： customarily conservative learners, altruistically conservative learners and actively mind-open learners, which roughly ac-count for 50%, 30% and 20% respectively. In terms of the traditional Chinese mean thinking, the customarily conservative group is the strongest, altruistic group is on the second place, and the mind-open group is the weakest. As for the critical thinking, the order of sequence is just reversed. Since critical thinking is the key part of creative ability, the Chinese educational reform in the future should pay attention to make the classroom more vibrant and encourage the students to be more engaged in learning.