摘要
目的了解高中生学习策略的使用情况,为有针对性地对其进行辅导提供参考。方法运用中学生学习策略量表对高中生的学习策略进行问卷调查。结果从高一到高三,学生的学习策略水平没有表现出随年级增长而升高的趋势,高一年级学生在各分量表上的得分较高。态度和动机策略与年级有关。不同学习成绩的学生在学习辅助分量表上的得分差异无统计学意义,在其余分量表上的差异有统计学意义(p<0.05或p<0.01)。女生在动机、焦虑、学习辅助和自我测试分量表上的得分高于男生,差异有统计学意义(p<0.05或p<0.01)。结论高中生的学习策略使用情况存在年级、性别及学习成绩差异,需要教育者根据不同情况给予相应的帮助。
Objective To have knowledge about the use of learning strategies of senior high school students so as to provide reference for giving individual tutoring to them.Method Learning strategies of the senior high school students were surveyed with learning strategies scale for middle school students.Results Level of students＇ learning strategies didn＇t show an increasing tendency as grade increased from senior grade one to senior grade three,and score on each subscale of students from senior grade one was relatively high.Attitude and motivation strategy were related to grade.Differences in scores on learning support subscale of students with different academic performance had no statistical significance and differences in that on other subscales were statistically significant（p0.05 or p0.01）.Scores on motivation,anxiety,learning support and self test subscales of female students were higher than those of male students and the differences were statistically significant（p0.05 or p0.01）.Conclusion The use of learning strategies of senior high school students vary by grade,sex and academic performance and educators need to provide relevant aid in different situations.
出处
《保健医学研究与实践》
2012年第3期11-13,18,共4页
Health Medicine Research and Practice
基金
广东省中小学教学研究"十二五"科研规划课题(批准号:J11-272)
中国教育学会"十一五"科研规划课题之子课题(批准号:0901989B-D033)
项目负责人:高焕祥
关键词
高中生
学习策略
年级
性别
学习成绩
Senior high school students
Learning strategies
Grade
Sex
Academic performance
