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切实提高课堂参与的有效性是促进学生挣脱“边缘性”参与泥沼、改善学业成就，进而助推学校深化育人方式变革的关键举措。为探究学生课堂参与的潜在类别及其相关影响因素，本研究选取了H省1396名中学生进行问卷调查，并采用潜在剖面分析与多群组比较分析对影响路径模型进行检验。研究发现，学生课堂参与可以分为“游离型”“顺从型”“深度卷入型”三种类别。其中，“游离型”受学校气氛的影响最为显著；“顺从型”取决于个体特征与外部环境因素的交互作用；“深度卷入型”主要受个体特征因素的影响。因此，建议精准识别课堂参与类型，提供针对性发展指导和帮助；营造良好学校气氛，强化对“参与不足型”学生的外部支持；增强心理品质培育，维持“深度卷入型”学生的内部驱动力。
Abstract：Enhancing classroom engagement is a key measure for helping students move beyond “marginal” engagement and improving academic achievement, thus promoting deeper educational transformation. In order to investigate the potential categories of students' classroom engagement and related influencing factors, this study surveyed 1,396 secondary school students in Province H using a questionnaire, and employed latent profile analysis and multi-cluster comparative analysis to test the proposed pathway model. It was found that students' classroom engagement can be classified into three categories: “disengagement”, “compliance” and “deep involvement”. Among them, disengaged students were most significantly affected by the school atmosphere; compliant students were affected by the interaction of individual characteristics and external environmental factors; and deeply involved students were mainly affected by individual characteristics. Therefore, it is recommended to accurately identify the type of classroom engagement and provide tailored developmental support; to create a positive school climate and strengthen external support for “under-engaged” students; and to enhance the cultivation of psychological resilience in order to maintain the internal motivation of “deep involvement” students.
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基本信息:
中图分类号:G632.4
引用信息:
[1]周佩灵,孙雯雯,王晨,等.如何切实提高学生课堂参与的有效性?——基于潜在剖面的多群组比较分析[J].全球教育展望,2025,54(06):125-140.
基金信息:
2022年度国家社会科学基金教育学一般课题“‘双减’背景下我国中小学生的课堂参与：理论模型、影响机制及干预策略研究”(项目编号：BHA220148)的研究成果
2025-06-15
2025-06-15