摘要
通过准实验法,采用任务分层策略,对不同组别的学生布置不同的学习任务,考察其对课堂冷漠的不同影响情况。研究结论如下:有目的性的课前预习任务可以有效降低课堂冷漠行为、情绪、认知及意志,并且其实验效果显著;课后学习反思任务可以降低学生课堂冷漠行为、情绪和认知,但实验效果不显著;未被干预的学生课堂冷漠行为未降反升。
Using quasi-experiment method and task hierarchy strategy, different learning assignments are distributed for differ-ent groups of students, in order to observe different influences on students＇ indifference in class. The results are as follows： targeted tasks for pre-lesson preparation can effectively reduce the be-havior, emotion, cognition and intention of indifference in class; after-class tasks for learning and reflection can reduce the be-havior, emotion and cognition of students＇ indifference in class, but the effect is insignificant; the indifference of those not inter-vened is more severe.
出处
《科教文汇》
2014年第33期209-210,共2页
Journal of Science and Education
基金
呼伦贝尔学院校级科研课题<呼伦贝尔地区高校不同民族大学生"课堂冷漠"行为及心理对比研究>阶段性研究成果
课题编号:YJYB201205
关键词
任务分层策略
课堂冷漠
行为
心理
干预
task hierarchy strategy indifference in class behavior psychology intervention
