摘要
本研究以库恩的学生学习投入与收获理论为框架,结合中国大学生学情,构建以学为中心的高校课程教学质量评价模型。研究表明:测量模型拟合度良好,可靠有效的实证研究支持了本研究的理论模型;学习投入、学习收获与课程教学质量水平呈正相关;量表信效度高,可应用于实践需要。将模型应用于实践发现:学生学习投入与教师支持不相关,与课程要求显著相关;院校要求、院校支持与学习投入也显著相关,但实际上对促进学习投入的成效甚微;专业性质对学习投入的影响具有显著差异。
Student engagement is a new perspective to evaluate teaching quality in higher education.Based on the conceptual framework of engagement,antecedents,and consequence developed by Kahu(2013),and combined the learning situation of Chinese college students,this study constructed a learning-centered college curriculum teaching quality evaluation model.The current study indicates the evaluation model fits well,and reliable and valid empirical research results support the conceptual model;significant positive relationships were found between student engagement,learning outcomes,and curriculum teaching quality;the evaluation instrument had high validity and reliability,which can be applied in practical needs.Applying the model in practice,the study found student engagement was significant negative relates to teacher support,but significant positive relates to curriculum requirement;school requirement and school support were also significantly positive relate to student engagement,but with low effectiveness in promoting student engagement;the effects of the nature of disciplines on student engagement was significant different.
作者
刘玉静
杨洋
Liu Yujing;Yang Yang(Shandong University of Finance and Economics,Jinan250014;Qindao University,Qingdao266071)
出处
《教育发展研究》
CSSCI
北大核心
2019年第9期27-33,共7页
Research in Educational Development
基金
山东省教育厅教学改革重点项目(2015Z056)的部分成果
关键词
学习投入
课堂教学质量
评价模型
student engagement
curriculum teaching quality
evaluation model