大学生感知的课堂学习环境对其学习方式的影响

The Influence of Students' Perception of Classroom Learning Environment on Their Approaches to Learning

本研究应用对全国15所高校3013名大一学生的调查数据，探讨了大学生感知的大学数学课堂学习环境对其学习方式的影响。研究发现：(1)大学生感知的大学数学课堂学习环境就整体而言处于良好状态，但他们对其中不同维度的感知存在一定差异。(2)大学生采用的学习方式并不像传统上所假设的那样是单向度的，即要么以深层学习方式为主导，要么以表层学习方式为主导。(3)大学生感知的大学数学课堂学习环境与其采用的学习方式具有非常紧密的联系。大学课堂学习环境中[兴趣与满意度]因素是预测学生深层学习方式最重要的指标，[互助合作]因素也是比较重要的预测指标，而[难度]因素则是预测学生表层学习方式最重要的指标。鉴于此，本研究认为，大学课堂学习环境变革是转变高校教与学方式，提高高校教与学质量的一个重要突破口。

Based on freshman survey data from 15 universities， this study explores the influence of undergraduates' perception of university mathematics classroom learning environment (CLE) on their approaches to learning. It is found that：(1) Undergraduates' perceptions of university mathematics CLE are generally good， but their perceptions of different dimensions of CLE are different to some degree. (2) Undergraduate's approach to learning is not uni-directional， as is traditionally assumed. (3) Undergraduates' perceptions of classroom learning environment and their approaches to learning have a very close relationship. In the classroom learning environment， “interest and satisfaction” factor is the most important predictor of the student' deep approach to learning. “Cooperation” factor is also an important predictor， and “difficulty” factor is the most important predictor of student' surface approach to learning. The study contends that changes in university classroom learning environment may serve as an important breakthrough of improving the quality of university teaching and learning.