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城乡同步课堂学生满意度模型构建与实证研究——基于多群组结构方程的分析

Research on student satisfaction model in urban and rural synchronous classroom:an analysis based on multi-group structural equation
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摘要 城乡义务教育共同体同步课堂是促进城乡义务教育均衡发展的重要举措。学生满意度是评价同步课堂成效的重要指标,然而我国还尚未有研究对此展开探讨。为填补这一缺失,以来自浙江省某市D县的593份有效问卷为样本数据源,利用结构方程分析软件对城乡教共体同步课堂学生满意度理论模型进行了拟合和解释。研究发现,学生对同步课堂整体较为满意,但优势校在学生满意度方面显著高于弱势校;双师教学方法和技术环境是影响学生满意度的主要因素;各因素在优势校和弱势校间的影响程度存在差异,课堂互动对优势校学生满意度产生了负向影响。因此,提出了提升城乡教共体同步课堂学生满意度的两点建议,以期为未来同步课堂教学的优化和学术研究提供有价值的参考。 Synchronous classroom is an important measure to promote the balanced development of urban and rural compul-sory education.Student satisfaction is an important index to evaluate the effectiveness of synchronous classroom.Using 593 ques-tionnaires as samples,AMOS was used to fit,modify and explain the conceptual model of student satisfaction in synchronous classroom.The results show that the students are more satisfied with synchronous class,but the dominant schools are significantly higher than the disadvantaged schools;Teaching methods and classroom performance are important factors affecting students’satisfaction.Technology environment completely mediates students’satisfaction through classroom performance,and positively predicts classroom interaction;In particular,classroom interaction has a negative impact on students’satisfaction in advantaged schools.Finally,two suggestions are given on how to improve students’satisfaction,in order to provide reference for future con-struction.
作者 李翠欣 曹仪 沈锋勇 李艳 LI Cui-xin;CAO Yi;SHEN Feng-yong;LI Yan(College of Education,Zhejiang University,Hangzhou,Zhengjiang 310058,China;Daishan County Education Bureau,Zhoushan,Zhengjiang 316299,China)
出处 《教学研究》 2024年第5期18-29,共12页 Research in Teaching
基金 国家社会科学基金教育学重大项目(VFA220003) 2022年度浙江省教育信息化战略合作专项课题(001008)。
关键词 同步课堂 学生满意度 结构方程 多群组分析 城乡教育共同体 synchronous classroom student satisfaction structural equation multi-group analysis urban and rural education community
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