中学生知识学习观研究

心理与行为研究 ›› 2005, Vol. 3 ›› Issue (4): 291-295.

中学生知识学习观研究

吴红顺, 连榕

福建中医学院公共管理系,福州 350108; 福建师范大学教育科学与技术学院,福州 350007

收稿日期:2004-06-08 出版日期:2005-12-20 发布日期:2015-01-21
作者简介:吴红顺,女,福建中医学院公共管理系教师,硕士。Email: whs78@163.com。连榕,男,福建师范大学教育科学与技术学院教授。

THE STUDY ON THE BELIEFS OF KNOWLEDGE AND KNOWING AMONG MIDDLE SCHOOL STUDENTS

Wu Hongshun, Lian Rong

Department of Public Management, Fujian College of Traditional Chinese Medicine, Fuzhou 350108; Education Science and Technology Institute, Fujian Normal University, Fuzhou 350007

Received:2004-06-08 Online:2005-12-20 Published:2015-01-21

摘要/Abstract

摘要： 采用自编的《中学生知识学习观量表》,探讨了中学生知识学习观的现状和特点。结果表明:(1)中学生的知识学习观在总体上还是建设性的;(2)不同性别、文理科学生在知识学习观各维度上存在显著差异;(3)初中生的知识学习观比高中生的知识学习观更具建构性;(4)不同成绩水平的学生在知识学习观各维度上存在显著的差异,知识学习过程观、知识价值观、知识学习态度观是中学生学习成绩的有效预测变量。

关键词: 中学生, 知识学习观, 学习成绩

Abstract: The present study investigated the middle school students′ beliefs of knowledge and knowing by using the self designed scale. The results indicated that:(1)the beliefs of knowledge and knowing of middle school students were overly constructive;(2)Differences occurred in the dimensions of the beliefs of knowledge and knowing among students of different sex and also among the students major in liberal arts and sciences;(3)the beliefs of knowledge and knowing of junior middle school students were more constructive than the senior middle school students;(4)there were remarkable differences at the dimensions of beliefs of knowledge and knowing among the students of different performance;the beliefs of knowledge learning process, the beliefs of knowledge value, the beliefs of the attitude of knowledge learning were all the valid predictive variables for the academic performance of middle school students.

Key words: middle school students, beliefs of knowledge and knowing, academic performance

中图分类号:

G442

吴红顺, 连榕. 中学生知识学习观研究[J]. 心理与行为研究, 2005, 3(4): 291-295.

Wu Hongshun, Lian Rong. THE STUDY ON THE BELIEFS OF KNOWLEDGE AND KNOWING AMONG MIDDLE SCHOOL STUDENTS[J]. Studies of Psychology and Behavior, 2005, 3(4): 291-295.

参考文献

[1] Hoffer B K, Pintrich P R. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 1997, 67(1): 88~140
[2] Perry W G. Forms of intellectual and ethical development in the college years: A scheme. Review of Research in Higher Education, 1970, 17(3): 120~125
[3] Perry W G. Cognitive and ethical growth: The making of meaning. Cognition and Instruction, 1981, 12(3): 151~183
[4] Schommer M. Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 1993, 85(3): 406~411
[5] King P M, Kitchener K S. Developing Reflective Judgement:Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Learning and Instruction, 1994, 5(2): 187~192
[6] 孙燕青, 张建伟. 初二学生的科学观及其与科学发现学习的关系, 心理发展与教育, 2003(2): 47~52
[7] 刘儒德. 小学生数学学习观调查研究, 心理科学, 2002, 25(2): 194~197
[8] 刘儒德, 邓利. 小学生语文学习观调查研究, 心理发展与教育, 2002(1): 54~58
[9] Jin Li. U.S and Chinese cultural beliefs about learning. Journal of Educational Psychology, 2003, 95(2): 258~267
[10] Schommer M. Effects of beliefs about thenature of knowledge on comprehension. Journal of Educational Psychology, 1990, 82(3): 498~504
[11] Schommer M, Calvert C, Gariglietti G, et al. The development of epistemological beliefs among econdary students: A longitudinal study. Journal of Educational Psychology, 1997, 89(1): 37~40
[12] Hammer D. Epistemological beliefs in introductory physics. Cognition and Instruction, 2000, 12(3): 151~183
[13] Schommer M, Crouse A, Rhodes N. Epistemological beliefs and Mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 1992, 84(4): 435~442

[1]	王江洋, 王蒙歌. 拒绝敏感性与留守中学生病理性网络使用：生命意义感和自我污名的中介作用[J]. 心理与行为研究, 2022, 20(2): 219-225.
[2]	孙芳, 李欢欢, 包佳敏, 甄子昂, 宋巍, 蒋松源. 教师支持、同伴支持与中学生心理危机的关系：歧视知觉的中介作用[J]. 心理与行为研究, 2021, 19(2): 209-215.
[3]	吴晓靓, 盖笑松, 王文, 谢笑春, 王宏, 顾婷玉. 中国中学生和大学生幸福感常模的制定[J]. 心理与行为研究, 2020, 18(4): 530-536.
[4]	孙崇勇, 刘丽丽, 高春阳. 翻转教学法对高中生认知负荷及学习成绩的影响[J]. 心理与行为研究, 2020, 18(3): 369-375.
[5]	孟四清, 翟艳. 中学生耐挫力及其与家庭状况关系的调查[J]. 心理与行为研究, 2017, 15(6): 781-785.
[6]	郭明佳, 刘儒德, 甄瑞, 牟晓红, 庄鸿娟. 中学生亲子依恋对主观幸福感的影响：师生关系及自尊的链式中介作用*[J]. 心理与行为研究, 2017, 15(3): 351-358.
[7]	房立艳, 张大均, 武丽丽, 胡天强. 中学生心理素质的类别特征：基于个体中心的潜在类别分析[J]. 心理与行为研究, 2017, 15(1): 20-25.
[8]	杨春, 路海东. 不同形式的评估反馈对大学生的学习动机和学习成绩的影响[J]. 心理与行为研究, 2015, 13(2): 237-241.
[9]	张金宝, 李晓晓, 阴国恩. 中学生物理学科问题分类表征层次的研究[J]. 心理与行为研究, 2015, 13(2): 266-270.
[10]	陈友庆, 耿海艳. 中学生的心理理论在冲突道义情境中的特点^*[J]. 心理与行为研究, 2014, 12(6): 782-789.
[11]	宋广文, 鲍万杰, 何文广. 中学生学习倦怠与未来时间洞察力、成就目标取向的关系[J]. 心理与行为研究, 2013, 11(4): 478-482.
[12]	陈友庆, 耿海艳. 中学生的心理理论在道义情境中的发展[J]. 心理与行为研究, 2013, 11(4): 483-489.
[13]	柴晓运, 龚少英. 中学生感知到的数学教师支持问卷的编制[J]. 心理与行为研究, 2013, 11(4): 511-517.
[14]	马惠霞, 白学军, 刘璐, KenGreenwood. 个人幸福指数-中小学生版（PWI-SC）在中国的适用性 ——兼与澳洲中学生比较[J]. 心理与行为研究, 2013, 11(4): 522-528.
[15]	王钢；张大均；吴明霞3. 中学生自尊与主观幸福感：学业自我的中介作用[J]. , 2011, 9(4): 291-296.