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为了提高大学生通识教育课的课堂参与以促进课程学习效果的改善,文章以某“211”工程大学面向非经济管理类本科生开设的通识教育课“管理学”为例,运用结构方程模型和问卷调查,建立了大学生通识教育课课堂参与的心理动因及学习效果模型并进行了实证检验。结果显示:目标追求、学习活力和课程态度是影响大学生通识教育课课堂参与行为的主要心理动因。因此,引导学生课程态度是促进大学生通识教育课课堂参与的关键,提高学生的课堂参与是提高通识教育课学习效果的关键环节。
In order to improve the classroom participation of college general education classes in order to promote the improvement of the effectiveness of the course study, this article takes the general education course “Management ” for non-economic management undergraduates in a "211 Using the structural equation model and questionnaire survey, the author established the psychological motivation and the learning effect model of the general education for college students participating in the classroom and conducted an empirical test. The results show that the goal pursuit, study vitality and curriculum attitude are the main psychological motivations that affect the participation of college students in general education. Therefore, to guide the students’ curriculum attitude is the key to promote the participation of college students in general education. To improve the participation of students in the classroom is the key to improve the learning effect of general education.