摘要
国内有关学习兴趣的测量仍处于起步阶段,而针对中小学生的、以一线教师为研究主体的学科学习兴趣测量却独具特色。国外有关学习兴趣的测量以单一维度居多,几乎全部采用了自评的方式,内容涵盖了初高中的所有学科,个体兴趣与主题兴趣的测量主要围绕情感、价值与知识展开,情境兴趣的测量主要集中在课堂教学与学习材料方面。不论国内还是国外,学习兴趣测量存在着理论基础薄弱、测量内容重叠、忽视教师作用、信效度研究单薄及测量方式单一等不足。对学习兴趣进行有效测量,应该建构系统的学习理论;进行系统且细致的信效度检验;关注中西教育中的文化差异以及考察学习兴趣中的生物性脑机制。
Though the domestic study on the measurement of learning interest is still in its infancy, there appears unique distinction in the measurement of learning interest in subjects, which focuses on primary and secondary school students and takes the frontline teachers as its research subjects. Foreign measurement of learning interest, usually with single dimension, almost adopts self-assessment, and its content covers all disciplines in middle and high school. The measurement of individual interest and topic interest focuses on feeling, value and knowledge. And the measurement of situational interest mainly concentrates upon classroom teaching and study resources. Whether domestically or abroad, there exist some deficiencies with the measurement of students＇ learning interest, including weak theoretical basis, overlapping measuring contents, neglecting the important role of teachers, the simply testing to the validation and reliability and the too much single measuring method. For this reason, in order to measure learning interest effectively, we should construct systematic theory about learning interest, conduct scientific and intensive examination on its validation and reliability, pay attention to the cultural differences between Chinese and western education, and study the biological brain mechanism in learning interest.
出处
《大学教育科学》
CSSCI
北大核心
2013年第1期52-58,共7页
University Education Science
基金
湖南大学引进人才科研启动项目"学习兴趣研究"(HNU2010031)
教育部直属高校专项资金资助项目"学习兴趣发展研究"(5311404823)
关键词
学习
兴趣
学习兴趣
学习动机
study/learn, interest, learning interest, learning motivation
