摘要
笔者调查发现学生的数学效能感、对课程难度效应评价和学习投入度,并不显著影响学习成绩;学生的性别因素对学习成绩具有显著作用,男生成绩显著低于女生;学生对教师教学进度体系感知对学习成绩具有显著作用,那些对老师教学体系评价高的学生成绩显著低于评价低的学生。相对于性别,教学进度体系中的课程进度作用更大、更重要,那些认为老师课程进度越快的学生,成绩越低。以此为据提出了大学教学中课程进度"适度化"的具体建议。
The author investigates that students＇ mathematics efficacy, effect evaluation of curriculum difficulty and learning engagement doesnt significantly affect academic records; students＇gender plays a great role in academic records, boys＂ academic records are significantly lower than that of girls; students＂ cognition of teachers＂ teaching schedule system has remarkable effect, students who think highly of teachers＂ teaching system significantly get lower academic records than those who think poorly. As compared to gender, the func- tion of curriculum schedule is bigger and more important in teaching schedule system, students who think teacher＇s curriculum schedule is quick gets much lower academic records. Based on this point, the paper puts forward specific suggestions for ＂ Moderate＂ curriculum schedule in university teaching.
出处
《高等理科教育》
2012年第3期19-25,共7页
Higher Education of Sciences
关键词
课程进度
学习成绩
教学进度体系
curriculum schedule
academic records
teaching schedule system
