学生感知的课堂学习环境、学习方式 与对教学质量满意度的关系分析

Analysis of Relationship between Students' Perceptions of Classroom Learning Environment, Approaches to Learning and Levels of Satisfaction with Teaching

应用对中国不同地区和类型高校2507名大学生的调查数据，应用路径分析方法检验了 Richardson提出的关于学生的背景、感知的学习环境、学习行为和学习产出之间关系的理论模型，评估了学 生性别、学科、就读学校类型等学生背景因素和学生课堂学习经历、学习方式及其感知的教学质量满意度之 间的因果关系。研究表明，Richardson的理论模型适用于中国本科教育情景。学生背景因素既会影响学生感 知的学习环境，也会影响他们采用的学习方式；学生采用的学习方式与其感知的学习环境存在相互影响，两 者对其感知的教学质量满意度则具有直接和间接影响。因此，要提高学生感知的教学质量满意度，既要考虑 他们对学习环境的感知，又要考虑他们自己的学习行为。

This study draws on questionnaire data involving 2，507 students at different types of universities located in different areas of China. It empirically tests the theoretical model proposed by Richardson on the relationship between individual students' demographic characteristics， their perceived learning environment， learning behaviors and learning outcomes. The study also analyses causal relationship between students' demographic characteristics such as gender， subject backgrounds and types of the universities at which they are studying， and their classroom learning experiences， approaches to learning， and satisfaction toward learning. The research shows that the conceptual framework proposed by Richardson can be applied to understand undergraduate educational context in China. Students' demographic characteristics affect not only their perceptions of learning environment but their approaches to learning; there exists mutual influences between approaches to learning adopted by individual students and their perceptions of learning environment; students' perceptions of learning environment and their approaches to learning have direct and indirect influences on their levels of satisfaction with teaching. Therefore， to improve levels of students' satisfaction with teaching， both their perceptions of learning environment and their learning behaviors should be taken into consideration.