信息化学习环境下中小学生的学习适应与心境状态的关系

The Relationship Between Learning Adaptation and State of Mood of Primary and Middle School Students under the Information Learning Environment

为了考察信息化学习环境下中小学生的学习适应和心境状态的关系,采用《信息化教学环境下学生学习适应问卷》和简式POMS量表,对使用信息化学习环境一年以上的488位中小学生进行了学习适应测试和心境状态测试。采用独立样本t检验方法,分析了良好适应组和不适应组的学生在心境状态总分和7个分量表得分上的差异,并初步分析了中小学生学习适应水平差异的影响因素。结果表明:学习适应水平强和学习适应水平弱的学生都会遭遇紧张、愤怒、疲劳、抑郁、慌乱情绪,在这方面二者无显著差异;但是在积极情绪方面二者差异显著,即学习适应水平强的学生精力较充沛、有着较强的自尊感,所以心境状态更好一些。学生对待信息化学习环境下教学工具和学习工具的态度以及对工具的主观认可程度在一定程度上影响了信息化学习环境下学生的学习适应。

In order to investigate the relationship between learning adaptation and state of mood of primary and middle school students in the Information Learning Environment,adopting the Student Learning Adaptation Questionnaire in the Informational Teaching Environment and the Simple POMS Scale,the learning adaptation test and state of mood test were conducted for 265 primary and middle school students who used the Information Learning Environment for more than one year.Using the independent sample t-test method,the differences between the scores of the state of mind and the scores of the seven subscales were analyzed,and preliminary analysis of the factors affecting the learning adaptability of primary and secondary school students.The results show that students with strong learning adaptability and weak learning adaptability will suffer from tension,anger,fatigue,depression and panic,there no significant difference between them in this respect;However,there are significant differences in positive emotions,that is,students with strong learning adaptability are more energetic and have a stronger sense of self-esteem,so their state of mind is better.The attitude of students towards teaching tools and learning tools in the Information Learning Environment and the subjective recognition of tools affect the learning adaptation of students in the Information Learning Environment to a certain extent.