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采用问卷调查法、观察法和统计方法等对622名西部贫困山区农村中小学教师的师生情感意向进行了抽样调研。结果表明,由于学生的层次性学习、学习任务完成量和为学生建立学习档案等主体性原因,教师的情感偏差意向在各类学校间存在显著性差异,调查中教师的情感偏差意向较为明显,部分教师只是偶尔存在偏差意向。调查还发现,教师情感意念在学生身上影响力大,并存在一些离散性问题。在此基础上,对提高教师的情感偏差意向提出建议,进而促进该地区基础教育的和谐发展和学生整体素质的提高。
Through questionnaire survey, observation method and statistical method, we conducted a sample survey on the teachers and students’ affective intention of 622 primary and secondary school teachers in rural poor mountainous areas of western China. The results show that because of the subjective factors such as the level of students’ learning, the completion of learning tasks and the establishment of learning files for students, the teacher’s intention of emotional deviation has significant difference among all kinds of schools. In the survey, the teacher’s intention of emotional deviation is obvious, Some teachers only occasionally deviate from the intention. The survey also found that teachers’ emotional attitudes have great influence on students and some discrete problems exist. On this basis, suggestions are put forward to improve teachers ’intention of deviation of emotion so as to promote the harmonious development of basic education in the region and the improvement of students’ overall quality.