中国大学生课堂沉默的产生机制:基于三元相互作用理论的定性研究
1School of Marxism, Chuzhou University, Chuzhou, China.
Frontiers in psychology
|February 16, 2026
概括
中国大学的课堂沉默源于个人,环境和行为因素的动态相互作用. 了解这些相互关联的元素为教育工作者提供了有针对性的干预策略.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 课堂上的沉默是中国大学中普遍存在的现象,影响学生的发展和教学效率.
- 这种沉默的潜在机制需要深入探索,以告知教育实践.
研究的目的:
- 调查核心因素,并制定一个理论模型,以形成大学生课堂上的沉默.
- 运用三元的相互决定论来理解导致沉默的因素的动态相互作用.
主要方法:
- 使用半结构面试对10名有意抽样的学生进行定性研究.
- 使用NVivo11软件和三元相互作用理论框架进行分析.
主要成果:
- 确定了课堂沉默的三个维度:个人 (自我效能,动机,心理状态),环境 (教师,同行,集体主义规范) 和行为 (自我强化,适应,选择).
- 描述了一个由动态相互作用驱动的四个阶段的沉默 (触发,强化,固化,循环) 的进展.
结论:
- 开发的理论模型强调了课堂沉默的动态,系统和互动性.
- 该模型提供了解释性,诊断性和干预性见解,用于解决大学课堂上的沉默问题.
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