学生自学能力与课程教学质量关系的实证研究——以《大学生心理健康教育》课程为例

Empirical Study on the Relationship Between Students’Self-Study Ability and the Teaching Quality:Taking Undergraduate psychology Health Education for Example

通过对1011名大一学生进行问卷测试揭示出学生自学能力与《大学生心理健康教育》课程教学质量的关系。结果:(1)学生自学能力较好,课程教学质量介于很好与较好之间;(2)副教授的学生的自学能力显著高于讲师的学生的自学能力,男教师的学生自学能力显著高于女教师的学生自学能力;学生自学能力在学生不同年龄上无显著差异,理工类学生自学能力显著高于文史类学生的自学能力,副教授的课程教学质量显著高于讲师的课程教学质量,课程教学质量在教师性别和学生不同年龄、专业、性别上无显著差异;(3)学生自学能力与教学质量显著相关,学生自学能力不同下的教学质量的差异具有显著性,学生自学能力、教师职称能显著预测教学质量。

1011 college freshmen are tested by questionnaire to reveal the relationship between students’self-study ability and the teaching quality of Undergraduate Psychology Health Education.The study shows:(1)students’self-study ability is"good",and the teaching quality of the course is between"excellent"and"good";(2)the self-study ability of the associate professor’s students is significantly higher than that of the lecturer’s students;the self-study ability of male teachers’students is significantly higher than that of female teachers’students;there is no significant difference in students’self-study ability in different ages;the self-study ability of science and engineering students is significantly higher than that of literature and history students;the teaching quality of associate professors’course is significantly higher than that of lecturers;there is no significant difference in the teaching quality of the course between teachers’gender and among students of different ages,majors,and genders;(3)students’self-study ability is significantly related to the teaching quality of the course;the difference in the teaching quality of the course under the different self-study ability of the students is significant;students’self-study ability and teacher’s title can significantly predict the teaching quality of the course.