本研究采用整班随机抽样选取某市四所普通中学的602名学生,运用“课堂环境量表”(CES)考察中学生课堂环境的感知差异。结果发现,(1)本研究采用的“课堂环境量表”(CES)简易版本三个维度在中国的课堂环境中同样具有心理测量学所需的信度和效度;(2)不同年级的学生在“合群”方面存有差异,这与“个人发展维度”里的竞争程度有关;(3)初中学生在“参与”和“秩序与组织”两方面的程度要低于高中学生,而在“创新”方面则相反;(4)不同组别的初中和高中学生在“教师支持”、“任务定向”、“规则明晰”以及“教师控制”方面的差异特征并不相同。 In this study, 602 students from four general secondary schools in a certain city were selected randomly from the whole class to investigate the perceived differences in secondary school students’ classroom environment using the CES. The results showed that: (1) The three dimensions of “CES” used in this research also have the same reliability and validity as psychometrics in the classroom environment of China; (2) There are differences in terms of “cohesion ” for students in grade level, which is related to the degree of competition in “personal development dimension ”; (3) junior high school students are involved in both “participation” and “order and organization” (4) The junior high school and senior high school students in different groups have a clear understanding of the relationship between “teacher support”, “task orientation” and “rule definition” “And” teacher control "are not the same.