我国中学生学习自主性研究

A Study on the Learning Autonomy of Chinese Middle School Students

教育改革使我国中学生学习自主性进入人们的视界,并成为部分学者的研究对象,但原有研究取样范围和样本量较小。对我国11个省市自治区45所中学的13628名学生进行涵盖情意自主性、认知自主性和行为自主性三个自主性要素的《中学生学习自主性问卷》调查,结果表明,我国中学生学习自主性总体上处于"较高"状态(较高自主性),但其要素发展不平衡,认知自主性发展较快,情意自主性次之,行为自主性较慢。就阶段论,初中生学习自主性高于高中生,随着年级的升高,无论总体水平还是三个要素都呈下降趋势;就性别论,女生学习自主性高于男生;就地域论,东中部地区学生学习自主性高于西部地区学生。中学生学习自主性水平与学业水平(学习成绩)呈正相关。

The educational reform in China has drawn people＇s attention to the learning autonomy of middle school students, which has become the object of some scholastic studies. However, the sampling of these studies is limited in scope and size. In this study, we have compiled the ＂Questionnaires on the Learning Autonomy of Chinese Middle School Students＂, which has covered three autonomous elements, i.e., the autonomy of emotion, cognition and behaviors. These questionnaires have been used to survey 13 628 students in 45 middle schools in 11 Chinese provinces and cities. It is indicated that although Chinese middle school students have displayed a ＂favorable＂ overall learning autonomy, there is still an imbalance in the development of the three elements： students＂ cognitive autonomy covers the most rapid development, their emotional autonomy ranks the second, and the development of their behavioral autonomy is relatively slow. With respect to stages, junior high school students have shown better learning autonomy than senior high school students, while, as their grades proceed, both the overall level and the three elements have shown a downward trend. With respect to gender, schoolgirls have shown better learning autonomy than schoolboys. With regard to regions, students in the eastern and middle regions have displayed better learning autonomy than those in the west of China. The disparities in these three aspects are remarkable. It is noteworthy that there is a positive correlation between middle school students＂ learning autonomy and their academic level.