CAJ | 학술논문

笔者调查发现学生的数学效能感、对课程难度效应评价和学习投入度,并不显著影响学习成绩;学生的性别因素对学习成绩具有显著作用,男生成绩显著低于女生;学生对教师教学进度体系感知对学习成绩具有显著作用,那些对老师教学体系评价高的学生成绩显著低于评价低的学生。相对于性别,教学进度体系中的课程进度作用更大、更重要,那些认为老师课程进度越快的学生,成绩越低。以此为据提出了大学教学中课程进度＂适度化＂的具体建议。
필자조사발현학생적수학효능감、대과정난도효응평개화학습투입도,병불현저영향학습성적;학생적성별인소대학습성적구유현저작용,남생성적현저저우녀생;학생대교사교학진도체계감지대학습성적구유현저작용,나사대로사교학체계평개고적학생성적현저저우평개저적학생。상대우성별,교학진도체계중적과정진도작용경대、경중요,나사인위로사과정진도월쾌적학생,성적월저。이차위거제출료대학교학중과정진도＂괄도화＂적구체건의。
The author investigates that students＇ mathematics efficacy, effect evaluation of curriculum difficulty and learning engagement doesnt significantly affect academic records; students＇gender plays a great role in academic records, boys＂ academic records are significantly lower than that of girls; students＂ cognition of teachers＂ teaching schedule system has remarkable effect, students who think highly of teachers＂ teaching system significantly get lower academic records than those who think poorly. As compared to gender, the func- tion of curriculum schedule is bigger and more important in teaching schedule system, students who think teacher＇s curriculum schedule is quick gets much lower academic records. Based on this point, the paper puts forward specific suggestions for ＂ Moderate＂ curriculum schedule in university teaching.