【作者】 张玲；

【导师】 张东海；

【作者基本信息】 华东师范大学 ， 高等教育学， 2015， 硕士

【摘要】 随着教育研究和实践的发展,学生主动分享个人观点的价值受到重视,但沉默依旧在大学课堂中蔓延。因此有必要深入解读沉默者的状态并揭示影响沉默的因素,从而有的放矢地打破沉默。本研究对560位大学生展开了问卷调查。通过聚类分析发现调查对象中沉默者占64.3%,大学课堂中确实存在沉默的大多数。通过对课堂沉默者学习质量的全面考察发现,沉默者在学习动力、学习策略使用频率、课外学习时间、课外实践活动参与度等学习投入上都显著低于活跃者。最终,沉默者相对于活跃者而言,获奖次数和能力提升程度都较小,沉默者处于一种较为危险的状态。在个体层面上,学生表达与否主要取决于阻力的大小。阻碍学生表达的因素分为三类：能力不足(不会说)、公众焦虑感(不敢说)、社会心理原因(不愿说)。社会心理原因又分为亲社会心理、漠视心理和防御心理三种。以上因素直接影响学生的沉默度。在环境影响因素方面,除了部分环境因素(教师开放度、教师基本教学技能)直接对学生沉默度产生影响之外,其余院校因素、教师因素、班级因素则通过影响学生的思想观念和知识能力间接影响学生沉默度。更多还原

【Abstract】 With the development of educational research and practice, the importance of Students’ participation in class is highly valued. However, silence is still spreading through all over classroom. Therefore, it is necessary to get a full understanding of the silent’s condition and to reveal the influence factors of silence. Only in this way, can we take effective measures to break the silence.Based on the cluster analysis of 560 college students’data from the survey, this research found that 64.3% of the respondents were the silent. That is to say, Majority of the silent exist in the classroom. By the comprehensive investigating on the silent’s quality of learning, this research proved that the silence’s motivation for learning, frequency of using learning strategy, time for extra-curricular learning and participation of extracurricular practice were significantly lower than the active. As a result, compared with the active, the silent got less rewarding and improvement in capability.At the individual level, students expressing their opinions or not is decided by the magnitude of the Hindrance factors. There are three kinds of Hindrance factors: inadequate capacity(unable to speak), social anxiety(dare not to speak)and social psychological factors(unwilling to speak).besides social psychological factors including Disregard mentality, Defensive mentality and Prosocial mentality. The Hindrance factors mentioned above directly affect the level of silence. At the environmental level, except some environmental influence factors such as openness of teacher, basic teaching skills, other environmental factors indirectly affect the level of silence.更多还原