摘要
考查课堂公正对大学生学业成绩的影响,并检验课堂公正的二维结构：课堂分配公正和课堂程序公正的稳定性.采用纵向设计的方法,结果发现：课堂分配公正、课堂程序公正对学业成绩均有显著预测作用;课堂分配公正和课堂程序公正是两个不同的维度;学生的课堂公正感不高,尤其是课堂程序公正感较低.
The purpose of this article was to examine the two dimension of classroom justice, and their effect on students＇ Mathematics Academic Achievement. We adopted longitudinal design and the result showed that classroom distributive justice and classroom procedural justice are two difference dimensions; students experienced low justice perception in classroom, the classroom distributive justice in particular; Both of classroom distributive justice and classroom procedural had significant effects on mathematics Academic Achievement. Lastly, we explained some questions, shortcomings in the article and the researching aspects in future.
出处
《数学教育学报》
北大核心
2013年第2期54-57,共4页
Journal of Mathematics Education
基金
江西省教育科学“十二五”规划重点课题——背景发展理论视阈下高校德育生态化研究(10ZD022)
江西理工大学科研课题——国民内隐公正观的模型构建(jxxj10158)
关键词
课堂公正
课堂程序公正
课堂分配公正
数学学业成绩
classroom justice
classroom distributive justice
classroom procedural justice
mathematics academic achievement
