摘要
为了提高大学生通识教育课的课堂参与以促进课程学习效果的改善,文章以某"211"工程大学面向非经济管理类本科生开设的通识教育课"管理学"为例,运用结构方程模型和问卷调查,建立了大学生通识教育课课堂参与的心理动因及学习效果模型并进行了实证检验。结果显示:目标追求、学习活力和课程态度是影响大学生通识教育课课堂参与行为的主要心理动因。因此,引导学生课程态度是促进大学生通识教育课课堂参与的关键,提高学生的课堂参与是提高通识教育课学习效果的关键环节。
In order to stimulate university students＇ class participation in liberal education courses and improve the learning effect, the paper analyzes course ＂Management＂ which is the lib- eral education course for non-economic and management students in a ＂211-project＂ university. It uses research methods such as structural equation model and questionnaire survey, sets up the psychological motivation and learning effect model for the participation in university＇s lib- eral education courses. The findings show that the goals, learning vitality and attitude toward the course are mainpsychological motivations which influence students＇ class participation in liberal education courses. Course attitude has the highest significance. Hence, to guide the students~ course attitude is the key to promote college students＇ class participation in liberal education courses. To improve students＂ class participation is the crucial link to improve the learning effect of liberal education.
出处
《煤炭高等教育》
2016年第3期48-53,共6页
Meitan Higher Education
基金
中国矿业大学教学改革项目"全校通识教育课管理学的模块化教学与考核方式研究"(201132)
中国矿业大学教学改革项目"基于nclass.org的通识教育课管理学精品课程建设"(201030)
中国矿业大学教学改革项目"管理学自出互动式教学的研究及应用"(201221)
关键词
通识教育课
课堂参与
心理动因
学习效果
liberal education course
class participation
psychological motivations
learning effect
