Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest
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摘要: 课堂人际知觉作为影响学生学习兴趣的重要变量，有利于从"课堂"场域出发探讨学习兴趣培养的行动路径。以重庆地区1048名4-6年级学生为研究对象，通过多水平结构方程模型的分析方法，从"个体"和"班级"两个水平出发探讨课堂人际知觉的四个维度（教师投入知觉、学生投入知觉、师生关系知觉和同伴协作知觉）对学生学习兴趣的影响。研究发现，学生对教师投入的知觉和师生关系的知觉只对学生个体的学习兴趣产生影响，但对学生投入的知觉和同伴协作的知觉却不仅能够影响学生个体的学习兴趣，更能影响班级学生群体的学习兴趣。基于此，提出要树立"因班施教"的学习兴趣培养模式，加强"班级"层面因素对学生学习兴趣培养的作用，促进学生学习兴趣培养的视野转向。Abstract: As an important factor influencing student learning interest, classroom interpersonal perception is helpful to explore the development of student learning interest from the perspective of class teaching. With a sample of 1, 048 students in Grade 4-6 from Chongqing districts, a multilevel structural equation model was employed to examine the impact of classroom interpersonal perception on student learning interest both from the student level and class level simultaneously. The perception involves four dimensions:teacher engagement, student-teacher relationship, peer collaboration and peer engagement. Results indicated that students' perception of teacher engagement and student-teacher relationship showed significant positive effects on the individual students, whereas students' perception in student engagement and peer collaboration showed significant positive effects both on individual students and the whole class. Therefore, class-based teaching should be strengthened to develop student learning interest by improving the effects of student factors at the class-level, which helps to transform the views in student interest development.
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图 2 课堂人际知觉与学生学习兴趣关系的多水平结构模型路径图
注：* * * p < 0.001, * *p < 0.01, *p < 0.05。协变量均以虚拟变量的形式加入模型，其中女性为性别变量的参考组，农村组为家庭所在地变量的参考组，四年级是年级变量的参考组。图中虚线表示路径不显著。年级路径中，G5表示5年级，G6表示6年级。
表 1 测量工具的描述及样题
变量 维度 维度描述 样题 数学课堂人际知觉 教师投入 学生对教师投入教学程度的知觉 数学老师教学准备充分；数学老师的讲解非常清晰； 师生关系 学生对师生之间相互支持、相互理解和友好程度的知觉 同学们信任数学老师；数学老师理解同学们； 学生投入 学生对课堂上学生积极参与学习，并尝试解决问题的程度的知觉 同学们积极回答问题；同学们聚精会神的听数学老师讲课； 同伴协作 学生对数学课堂上学生之间相互帮助、相互交流程度的知觉 同学们会合作来解决一些复杂的数学问题；同学有机会在数学课堂上参与小组讨论； 数学学习兴趣 情感体验 学生对数学学习的趣味性和愉悦感等积极情绪的体验 学习数学让我感到很开心；上数学课我感到很轻松； 知识获取 学生对自己学习数学知识的接受能力、掌握程度等的感知 我的数学成绩很好；对老师提出的数学问题，我能举一反三； 价值认识 学生对数学知识的应用价值和重要性的认识 我觉得数学课学习的内容是有用的；学好数学对我以后的发展有帮助； 自主投入 学生积极主动参与数学学习活动的情况 一有空闲，我就会看数学课外书或做数学题等；课外我会主动了解数学方面知识。 
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表 2 学习兴趣与不同水平上的课堂人际知觉变量的相关系数表
学习兴趣 个体水平 班级水平 教师投入 0.469 0.311 学生投入 0.461 0.348 师生关系 0.451 0.259 同伴协作 0.434 0.338 注：所有相关都在0.01的水平上显著, 第一列指学生学习兴趣与个体水平的课堂人际知觉变量的关系，第二列指学习兴趣与班级水平的课堂人际知觉变量的关系。
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表 3 课堂人际知觉对学习兴趣的作用分析表
总效应 间接效应 直接效应 中介效应量 个体水平 教师投入→学习兴趣 0.193*** 0.010* 0.183*** 5% 学生投入→学习兴趣 0.114*** 0.114*** 师生关系→学习兴趣 0.139*** 0.029*** 0.110*** 21% 同伴协作→学习兴趣 0.227*** 0.050*** 0.176*** 22% 班级水平 教师投入→学习兴趣 — — — 学生投入→学习兴趣 0.503*** 0.503*** 师生关系→学习兴趣 — 0.197* -0.284*** 69%a 同伴协作→学习兴趣 0.360** 0.360** — 100% 注：* * * p < 0.001, * * p < 0.01, * p < 0.05, — p>0.05. a此处间接效应与直接效应方向相反，因此中介效应量为间接效应与直接效应比值的绝对值(温忠麟 & 叶宝娟，2014)。
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