本次调查中,我们将学习机会的研究限于课堂教学层面,又根据学习的发生过程,从“目标”“准备”“意义”“表达”“方法”“挑战”“差异”“巩固”“评价”和“反馈”十个维度考察课堂教学中的学习机会。调查显示,“方法”机会和“差异”机会,是初中生感受到的较为充分的学习机会;而“意义”机会和“挑战”机会,则是初中生感受到的较不充分的学习机会。初中生能感受到较多的“评价”机会,但这种评价机会仍以终结性评价的考试为主。能为学生提供较充分学习机会的学校,多数位于城区;在提供学习机会方面表现不佳的学校,多数位于乡镇。学习机会水平与考试成绩相关性较低;相较而言,学习机会与非学术性学习结果的相关性更高。 In this survey, we limit the study of learning opportunities to classroom teaching and express the method of “” “” “” “” according to the process of learning. Challenges, Differences, Consolidation, Appraisal, and Feedback. The survey shows that opportunities for “methods” and “differences” are more adequate learning opportunities for junior high school students; and opportunities for “meaning” and “challenges” are perceived by junior high school students Less adequate learning opportunities. Junior high school students can feel more “evaluation ” opportunities, but this evaluation opportunity is still based on the final evaluation of the test. Schools that provide more adequate learning opportunities for students are located in urban areas; most of the schools that perform poorly in providing learning opportunities are located in villages and towns. The level of learning opportunity is less relevant to test scores; in contrast, learning opportunities are more relevant to non-academic learning outcomes.