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抽样调查浙豫两省16141名中小学生的作业心理负担状况,结果发现:中小学生的作业心理负担处于中等强度,积极情绪强于消极情绪;作业心理负担的内部结构失衡,学生在作业类型和量方面的心理负担比作业难度和结果的重;学生的作业心理负担随年级的增高而加重,小学生的负担显著轻于初中学生;作业环境与学习成绩的自我评价深度影响作业心理负担;父母和教师的学习要求对学生作业心理负担的影响较弱。建议重构作业负担结构,重点关注减轻学生在作业类型和量方面心理负担的策略,父母和教师为孩子的自我评价、学习期望转化与内化提供帮助和指导,并为孩子创造良好的作业环境。
Abstract：Sampling surveyed the psychological burden of homework on 16141 primary and secondary students in Zhejiang province and Henan province,the results show that the psychological burden of homework of primary and secondary students is medium intensity,positive emotion is stronger than negative one; the inner structure of psychological burden of student homework is imbalance,the psychological burden on the type and the quantity of homework is stronger than that on the difficulty and the results of homework; the psychological burden of student homework is increasing with grade,the burden of primary students is remarkably less than secondary students';the homework circumstance and self-assessment of performance affect psychological burden of homework deeply; requests from parents and teachers have limited influence on psychological burden of homework. The suggestions are as follows: reconstruct the burden of homework, pay more attention to the strategies to alleviate the burden from the type and the quantity of homework; provide help and guidance to the transformation and internalization of children's self-assessment and learning expectation,and create a good homework circumstance for children.
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(1)问卷采用5点计分法,中间值为2.5,为了区分不同得分的情绪强烈程度,我们以0.5为间隔将分值赋予不同的强度,1-1.5介于“完全不符合”与“不太符合”之间,倾向于“完全不符合”,可以说处于该区间的得分属于强度“很低”;1.5-2更接近“不太符合”,处于该区间的得分属于强度“较低”;2-2.5介于“不太符合”与“不清楚”之间,倾向于“不太符合”,处于该区间的得分属于强度“低”;2.5-3更接近“不清楚”,处于该区间的得分属于强度“一般”;3-3.5介于“不清楚”与“基本符合”之间,倾向于“不清楚”,处于该区间的得分属于强度“中等”;3.5-4更接近“基本符合”,处于该区间的得分属于强度“较高”;4-4.5介于“基本符合”与“完全符合”之间,倾向于“基本符合”,处于该区间的得分属于强度“高”;4 .5-5更接近“完全符合”,处于该区间的得分属于强度“很高”。
基本信息:
DOI：
中图分类号:G442
引用信息:
[1]郑东辉.中小学生作业心理负担的定量分析:基于16141份数据[J].全球教育展望,2016,45(08):51-66.
基金信息:
国家社会科学基金教育学青年课题“中小学生作业负担的课堂评价研究”(课题编号:CHA110134)的成果