能力分班教學情境下前、後段班級氣氛之比較研究

A Comparative Study of Classroom Climates in High-Achieving and Low-Achieving Junior High School Classes

許錫珍(Shi-Chen Shu)

《教育心理學報》 11期 (1978/06) Pp. 141-158

https://doi.org/10.6251/BEP.19781201.12

摘要

目前國中基於教學方便的需要，多實施能力分班，把同年級學生按智力或學業成績分爲兩段或三段教學。本研究之目的即在探討能力分班教學情境下，前、後段班級氣氛之異同。研究對象爲國中二、三年級學生，每年級就前、後段選取男、女生各一班，總計450人。如此構成2（學業成就）×2（學生性別）之設計。本研究係採用師大吳武典教授譯訂之巴克雷班級氣氛測驗(BCCI)爲分析之工具，所分析的資料來自學生自評、友伴評選與教師評選三部份，可以評定學生在班級中的個別特質與團體地位，並推斷班級中的社會氣氛。研究結果經2×2變異數分析發現：(1)學業成就高低而言，在能力分班教學情境下，顯然地學業成就到班級中個人特質的影響甚大。學業成就高者不但在自我能力、學習態度等方而均優於成就低者，教師對他們的評價亦較高，同時共在「求知活動」增強取向與「智能性」、「藝術性」與「權威性」職業興趣等方面也優於成就低者。就友伴評選言，前、後段班級學生無論在友伴才能優異評選或退縮、搗亂方面皆無甚差異，而學業成就低者卻在「男伴交往」、「女伴交往」增強取向上顯然高於成就高者。(2)就性別差異而言，男女生在班級氣氛測量中顯然有所差異。男生不但在自我能力與學習態度方面均優於女生，在教師評定方面所獲之正評與負評亦較多。男生的學習態度與「求知活動」、「娛樂興趣」增強取向均優於女生，顯示較喜歡學校活動。女生則在「美的欣賞」、「家庭興趣」增強取向上優於男生，顯示較喜歡家庭活動。至於職業興趣方面，男生顯然對「實作性」、「智能性」、「企業性」等職業較感興趣，女生則較熱衷於「社會性」、「傳統性」、「藝術性」、「保守性」等職業。又男生之「男伴交往」顯然高於女生，「女伴交往」男女無甚差異之事實，則以示出：目前國中男生不但結交較多的同性友伴，且頗喜歡結交異性朋友；女生則較少異性友伴，甚至述同性朋友亦不多往來。

並列摘要

The purpose of this study was to compare the classroom climates of junior high school students in relation to sex and achievement. A Chinese version of Barclay Classroom Climate Inventory (BCCI) was administered to 450 children, 228 boys and 222 girls, sampled from two junior high schools. It was found that: (1) Pupils with higher achievement showed higher scores in self-competency, achievement-motivation, and vocational interests. They also earned more teacher approval than pupils with lower achievement. There were no significant differences in peer nomination scales between different achievememt levels. Low-achieving children expressed more tendency to associate with the peers than high-achieving children, They appeared to have a higher level of social interacton in the classroom. (2) Boys and girls differed significantly on most BCCI scales. Boys not only expressed more self-competency, energy and positive attitude toward school, bat also earned more positive and negative teacher ratings than girls. According to the BCCI vocational scales, boys showed more interests in outdoor and physical activities as well as intellectual-scientific work. Girls, on the other hand, showed more social, conventional, artistic and controlled approach than boys. Boys received higher scores in school-orientation with particular suspectability to teacher's praise, while girls expressed family-orientation wills a liking for sharing activities with their parents. In addition, boys indicated a stronger drive for leadership and success is relating to other people than did girls.