共查询到19条相似文献，搜索用时 421 毫秒
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目的:探讨学习动机与学习适应性的关系,为有效地对小学生实施学习动机的培养与激发等相关问题提供依据。方法:以学习适应性测验和学习动机诊断测验为主要工具对100名小学生进行了测试。结果:小学高年级学生学习动机没有性别和年级的显著差异,但得分总体上比较低;小学高年级学生的学习适应性存在年级和性别的显著性差异;小学高年级学生的学习动机与学习适应性能力存在极其显著的相关。结论:小学高年级学生学习动机总体水平偏低,并且与学习适应性能力有密切的关系。 相似文献
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目的：探讨学习动机与学习适应性的关系,为有效地对小学生实施学习动机的培养与激发等相关问题提供依据。方法：以学习适应性测验和学习动机诊断测验为主要工具对100名小学生进行了测试。结果：小学高年级学生学习动机没有性别和年级的显著差异,但得分总体上比较低;小学高年级学生的学习适应性存在年级和性别的显著性差异;小学高年级学生的学习动机与学习适应性能力存在极其显著的相关。结论：小学高年级学生学习动机总体水平偏低,并且与学习适应性能力有密切的关系。 相似文献
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为了解小学高年级学生学习自控力特点,本文运用赵浩、张灵聪在2016年编制的《小学生学习自控力量表》对厦门市海沧区某小学五、六年级学生进行施测。结果显示：小学高年级学生的学习自控力处于中等水平;小学高年级学生的自控感、自控倾向和学习自控力在年级和性别上存在显著差异,五年级好于六年级,女生好于男生;小学高年级学生的学习自控力水平与学业成绩存在显著的正相关。 相似文献
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3～4年级小学生的独立性和自我控制关系研究 总被引：1，自引：0，他引：1
本研究从大连市明星小学选取三、四年级小学生共124人,采用问卷法对小学生的独立性和自我控制的关系进行了研究。结果表明：（1）小学三、四年级是小学生独立性和自我控制发展的缓慢时期。在这一时期,小学生独立性略有上升,发展缓慢,差异不显著。自我控制的发展略有下降,但差异不显著。（2）小学生自我控制的发展存在性别差异,女生的自我控制的水平高于男生,差异显著;独立性的发展不存在性别差异,女生略高于男生,但差异不显著。（3）小学生的独立性和自我控制存在高度相关。 相似文献
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文章通过采用自编的小学生学校适应相关行为问卷,对816名小学五年级和六年级的学生进行调查后发现,家庭因素和小学生的学校适应行为表现之间存在显著的相关。家庭因素尤其是亲子关系对小学生的在校学习生活有着明显的影响,两者之间显著相关;父母关系及其文化程度与小学生对学校的态度之间存在显著相关。 相似文献
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该研究以4～6年级357名小学生为研究对象,采用问卷法考察他们自我监控能力的发展。结果表明：（1）4～6年级小学生自我监控学习能力整体水平及计划、监控、调节三个维度的年级差异显著,从四年级到五年级呈现快速下降趋势,而五年级与六年级间变化不显著;（2）自我监控学习能力的整体水平和计划、监控、调节三个维度均存在显著的性别差异,女生显著高于男生。 相似文献
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对5省市17所小学5600名学生的问卷调查结果表明,小学生总体学习习惯的平均等级为3.04,全问卷的总体不良率和良好率分别为27.4%、35.4%.小学生总体学习习惯的平均得分存在显著的性别和年级差异:女生显著高于男生;小学生学习习惯呈现随年级升高而下降的趋势,一年级显著高于其他5个年级.在开展学习习惯养成教育中,应将主动学习、作业承诺和课外阅读习惯作为重点督导内容,应重点防范二年级和五年级学生学习习惯的下滑. 相似文献
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为了解小学生自主学习能力和父母教养方式的基本状况以及二者之间的关系,并为家庭教育提供依据,该研究采用问卷调查了湖北省省委和政府所在社区某重点小学三年级和五年级学生。结果表明:三年级学生的自主学习能力显著高于五年级;父母对女孩积极的教养方式多于男孩,父亲对高年级的孩子采用更多积极的教养方式,而母亲对不同年级儿童教养方式无显著差别;父母教养方式对自主学习能力有一定的预测作用。因此得出结论,自主学习能力和父母教养方式存在相关。所以家长应该积极调整教养方式,以促进孩子自主学习能力的发展。 相似文献
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学习策略研究一直是教育心理学领域研究的特点.本文采用小学生学习策略问卷,以太原市桃南小学和北寒小学四到六年级共242名小学生为研究对象,分析小学生学习策略发展水平和学习策略对学业成绩的影响.研究表明:城市小学生学习策略水平极其显著地优于农村;小学生学习策略水平随年级递增而下降;男生的学习策略优于女生;学习策略与小学生学业成绩存在极其显著的正相关. 相似文献
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Ragnhild Löfgren Viveca Lindberg 《Assessment in Education: Principles, Policy & Practice》2019,26(3):259-277
The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed. 相似文献
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Arnold Hofset 《Scandinavian Journal of Educational Research》2013,57(1):137-148
Abstract Hofset, A. (1971). Gifted Pupils as Sources of Inspiration in the Class? Scand. J. educ. Res. 15, 3, 137‐148. The purpose of the present investigation has been to test the reality of the statement that gifted pupils are a source of inspiration in their classes. To make it testable, we formulated the question thus: Is the school achievement better and the attitude towards school more positive in classes with many (4 or more) gifted pupils ( plus‐classes) than in classes with few (0 or 1, minus‐classes)? Our assumption was that a possible inspiring effect will reveal itself in achievement and/or attitudes. We also wanted to know whether the presence of gifted classmates will reduce the other pupils’ chances of being chosen as class leaders. Data from the primary grades 3, 5, and 7 were collected in 1963‐67. The total number of pupils was approximately 2,000. There were no significant achievement differences between plus‐ and minus‐classes. The attitude towards school (self‐reported) was slightly more positive in plus‐classes in grade 5. In grade 3 there was no attitude difference. Leadership choice status was lower for most pupil categories in plus‐classes in grade 5, but not in grade 3. 相似文献
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Svein Stensaasen 《Scandinavian Journal of Educational Research》2013,57(1):111-129
Stensaasen, S. 1975. Pupils’ Liking for Physical Education as a School Subject. Scand. J. educ. Res. 19, 111‐129. The intention of the present study was to assess adolescent pupils’ liking for physical education as a school subject and what aspects of this subject they particularly liked and disliked. The empirical data stem from 1321 pupils at the 7th, 8th and 9th grades levels at youth schools situated in eight densely populated areas in south‐east Norway. Data on the pupils’ liking for physical education and other school subjects were gathered by means of a five‐graded Likert scale and on aspects which the pupils liked or disliked by means of open‐ended questions. Physical education was found to be one ‘of the best liked subjects in school. No sex or grade differences could be detected. The results showed a very high degree of consistency over time from fall to spring. 相似文献
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George H. Hyram 《Journal of Experimental Education》2013,81(2):125-132
A three week experiment was conducted comparing the academic achievement of pupils in five classrooms (N = 108) taught in small cooperative groups against that of pupils from five classes (N = 109) taught in the traditional whole-class approach. Special achievement tests were prepared for each grade level, two through six. These tests were constructed with items requiring responses at low and high levels of cognitive functioning. Pupils in grades two, four, and six from small-group classrooms excelled on high level items as predicted. Pupils in the fifth grade produced superior answers on questions requiring original contributions. Achievement scores of both groups did not differ on items measuring low level cognitive functioning. 相似文献
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Jan Pieter van Oudenhoven Bert Wiersema Nico van Yperen 《European Journal of Psychology of Education - EJPE》1987,2(1):83-91
In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared. At five schools (control condition) pupils did spelling exercises as usual, i. e. individually; at five other schools the pupils also worked individually, but checked each other’s work after which they had the opportunity to correct their own mistakes. At another five schools pupils worked in pairs. Each pupil had to check the other pupil’s work and discuss the mistakes. For the low achievers cooperation led to higher achievement than the individual working method. Pupils who checked each other’s work but did not cooperate did not show any more improvement than pupils who worked individually. 相似文献
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张跃虎 《广东技术师范学院学报》2003,(1):7-10
人们对外界及自身种种奥秘的探寻、体察和省悟,是通过“知识”、“智慧”与“直觉”三条不同层面的管道进行的。这也是人们认识和了解世界的三种基本模式。它们品位参差,质地有别;但各得其所,各显其能。知识通过勤奋刻苦的学习即可掌握,但它或会因为过时而遭淘汰;智慧却不会过时也无法通过学习来“移植”,只可自我生存。“知识”必须有“智慧”参与运作,才会产生力量。因此,“知识就是力量”的提法有失偏颇。“直觉”分“先验直觉”和“经验直觉”两种,是一种多少带点神秘色彩的认知管道。它把悟性发挥到极致,在知识与智慧难以企及的幽冥之域延伸着人类的视界,跳过了逻辑的引领而直奔事物的本质与主题。如今,大量的知识废料和信息垃圾正窒息着我们的灵感智慧,消解着我们的直觉能力,给人类的认知领域造成了严重污染。在错杂的岔路与纷乱的迷雾中,我们需高擎慧灯,审慎前行。 相似文献
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本研究用自编的大学生外语学习认识问卷对832名大学生进行测试，考察了大学生的外语学习认识的特点．研究结果表明：1)大学生外语学习认识在性别上有显著差异，女生的外语学习认识普遍强于男生．2)大学生外语学习认识在外语水平上有显著差异，已过级者强于未过级者．3)大学生外语学习认识存在年级差异，一年级高于二、四年级，三年级高于四年级，其他年级之间不存在差异． 相似文献
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Lois Barclay Murphy 《Journal of Experimental Education》2013,81(1):79-90
Using three stratified random samples of thirty-two teachers each from grades 2 through 5, a 3-group posttest-only control group research design was employed to determine the effectiveness of an in-service program utilizing simulation techniques on teacher awareness of pupils’ instructional reading levels. Pupils were selected randomly from each teacher’s classroom. Differences between the grade level of pupils’ readers and their performance on McCracken’s Standard Reading Inventory constituted the measure of teacher awareness. The importance of teachers’ grade level assignments and the time of year when this in-service training is conducted were also evaluated.Findings indicated that this in-service program is effective only when conducted before school begins. There was a significant difference in teacher awareness among grade levels but a contravertible one between primary and intermediate levels. 相似文献
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陈勇 《宁波大学学报(教育科学版)》2009,31(3):119-123,131
从源头上来看,"语感"这一概念所指称的特定对象是"对语言文字的敏感".根据这一特定所指,文章对几种有代表性的语感认识提出了质疑,并指出:明确语感的特定所指有利于辨别关于语感的各种认识的正误;语感不是语文能力的全部,语感培养不应该作为语文课程的中心目标. 相似文献