作　　者： ; ; ;

机构地区： 东北师范大学教育科学学院心理学系

出　　处： 《心理科学》 2004年第4期977-979,共3页

摘　　要： 以 1 4 1名中小学生为被试 ,采用访谈法和问卷法研究学生对教学调节策略的公平知觉及其公平观念。结果表明 :(1 )学生对教学调节策略的公平知觉存在差异 ,同伴辅导是学生认为最公平的教学调节策略 ,其次是丰富。高中生与初中生和小学生对加速和等待两种教学调节策略的公平知觉存在差异。 (2 )学生的公平观念存在年级差异 。 This study investigated the fairness perception of teaching regulation strategies and the fairness conception of primary and high school students with interviews and questionnaires. The following results were obtained: (1) There were significant differences in students' fairness perception on teaching regulation strategies. Both primary and high school students evaluated peer tutoring as the fairest and enrichment the second best. There were significant differences in fairness perception of acceleration and waiting between senior high school students and junior high and primary school students. (2) There were significant grade differences in students' fairness conception; fairness conception was related to fairness perception.

关 键 词： 教学调节策略 公平知觉 学生心理 年级差异

领　　域： [哲学宗教] [哲学宗教] [文化科学] [文化科学]