双语课程教学效果影响因素的结构方程模型实证研究——以“物流工程”课程为例

An Empirical Study on Influence Factors of Bilingual Teaching Effect Based on Structural Equation Model:Taking Logistics Engineering Course as Example

从物理因素(W)、事理因素(S)和人理因素(R)三方面入手,基于结构方程模型分析工具,通过构建双语教学效果影响因素的结构方程概念模型,并结合福建农林大学“物流工程”双语课的教学开展过程,利用问卷调查数据,实证检验了WSR三因素对双语课程教学效果的影响方式和影响程度。研究表明,事理因素对双语教学效果有显著的直接和间接影响,且影响程度最大;人理因素对双语教学效果仅有显著的直接影响,且影响程度其次;物理因素对双语教学效果仅有显著的间接影响,且影响程度最小。根据研究结果,依次从事理、人理和物理三个层面,提出善用多种教学手段和创新多元考核方式、端正学生学习态度和强化教师责任意识、规范管理教学文件和合理利用教辅平台等提升双语教学效果的相关建议。

From the three aspects of physical factor(W),logic factor(S)and human factor(R),based on the structural equation model analysis tools,the paper built a structural equation model of bilingual teaching effect influence factors.Then,combined with bilingual teaching process of logistics engineering course in Fujian Agriculture and Forestry University,using the questionnaire survey data,the paper verified the influence mode and degree of the three factors(W,S,R)on bilingual teaching effect.The research showed that the factor S had most significant direct and indirect influence on bilingual teaching effect;the factor R also a significant direct influence on bilingual teaching effect but slightly to a lesser degree;and the factor W had significant,but only,indirect influence on bilingual teaching effect,being the most unpronounced one of the three.According to the research result and in the order of W-S-R,the paper put forward some relevant suggestions for improving the bilingual teaching effect,such as making good use of various teaching methods and innovating diversified assessment methods,correcting students'learning attitude and strengthening teachers'sense of responsibility,regulating the teaching documents and rationally using teaching auxiliary platforms.