关于我国高中生认识论信念的初步研究
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摘要
认识论信念是学习者进行学习活动的内在背景，是一套相互独立的信念系统，其中学生的知识观也即学生对知识本质和知识获得的信念是其核心内容，其理论的外延还涉及到学生对学习、教学及能力等所持有的信念。学生认识论信念不仅影响到学生的具体学习过程及最终的学习结果，而且对学生的终身学习有着重要的作用。对学生的认识论信念进行研究，有助于我们探析学生学习过程的认知机制，并进一步为有效的学与教活动提供指导与依据。
本文介绍了认识论信念研究的历史及其各种不断发展着的认识论理论，并对国内外学者对认识论信念与学习之间关系的研究进行了分析与评论。在此基础上，我们以我国高中生一般领域的认识论信念为切入点，进行了系统的研究。我们首先对认识论信念的多维度模型进行验证，然后，在对我国高中生认识论信念进行现状调查的基础上，结合半结构式访谈，编制一个科学的、适用于我国高中生的认识论信念问卷，并以该问卷为工具，进一步探讨了认识论信念与自主学习和学习成绩之间的关系。结果表明：
1．认识论信念是一个多维度的信念系统，认识论信念的各个维度是相互独立的，其具体内容可能会受到社会文化因素的影响。本研究得到三个相互独立的认识论信念的维度：整合—建构信念、零散—接受信念和能力信念。
2．在我国高中生认识论信念的各个维度及总体的信念上不存在显著的性别差异。在整合—建构信念、能力信念和整体信念方面，存在着显著的年级差异，在整合—建构和总体信念上，高二学生的信念显著地比高一、高三的学生的信念消极，在能力信念维度上，高一学生极其显著地比高二、高三学生积极。在认识论信念的各个维度以及总体信念上存在着极其显著的学校差异，在整合—建构信念、零散—接受信念方面，重点学校的学生比一般学校的学生成熟和积极，在能力信念方面，重点学校的学生比一般学校的学生消极。
3．认识论信念与自主学习之间存在着极其显著的相关，认识论信念的各个维度能够对自主学习构成极其显著的正回归效应，并能直接预测学生在学习上的自主性。整合—建构信念与学习成绩之间存在显著相关，并能直接预测学生的学习成绩。零散—接受信念和能力信念通过自主学习对学习成绩产生间接作用，其作用比较小。
Epistemological beliefs are the internal learning context of students, and they are a reciprocally independent belief system. Students' belief about knowledge and knowing is the core dimensions of individual epistemology, and students' beliefs about learning, instruction and ability are the peripheral dimensions. Students' epistemological beliefs may influence the learning process and learning outcome, and is also related to lifelong learning. By studying students' epistemological beliefs, we can research the cognitive mechanism of learning, which in turn, can provide the insight and direction to learning and instruction.
In this article we introduce the research history and various developing theory of epistemological beliefs, and then, we analyze and review the corrational research between epistemological beliefs and learning both at home and abroad. On this basis, we make a systematic research of high school students' epistemological beliefs in our country. First, we validate Schommer's multidimensional epistemological beliefs model; then we administer open-end questionnaire to high school students, and equipped with the semi-structured interview, we develop a scientific epistemological beliefs questionnaire, which fits for our high school students; finally we examine the relations of epistemological beliefs, self-regulated learning and learning performance by using the instrument we developed. The conclusions are as follows:
Epistemological beliefs are a multidimensional system of beliefs, which has several independent epistemological dimensions, and the content of each dimension may be influenced by cultural factors. In our research we find three epistemological dimensions: integral-constructive belief, separated-receptive belief, and ability belief.
There are no significant gender differences in each epistemological dimension and the whole epistemological beliefs. There are significant grade differences in integral-constructive belief, ability belief and the whole epistemological beliefs. There are significant school differences in each epistemological dimension and the whole epistemological beliefs.
There is a significant correlation between epistemological beliefs and self-regulated learning, and each epistemological dimension can predict students' self-regulation in learning. Integral-constructive belief is significantly related to learning performance, and it can directly predict learning performance. Separated-receptive belief and ability belief influence learning performance through self-regulated learning, but their role is weak.
本文介绍了认识论信念研究的历史及其各种不断发展着的认识论理论，并对国内外学者对认识论信念与学习之间关系的研究进行了分析与评论。在此基础上，我们以我国高中生一般领域的认识论信念为切入点，进行了系统的研究。我们首先对认识论信念的多维度模型进行验证，然后，在对我国高中生认识论信念进行现状调查的基础上，结合半结构式访谈，编制一个科学的、适用于我国高中生的认识论信念问卷，并以该问卷为工具，进一步探讨了认识论信念与自主学习和学习成绩之间的关系。结果表明：
1．认识论信念是一个多维度的信念系统，认识论信念的各个维度是相互独立的，其具体内容可能会受到社会文化因素的影响。本研究得到三个相互独立的认识论信念的维度：整合—建构信念、零散—接受信念和能力信念。
2．在我国高中生认识论信念的各个维度及总体的信念上不存在显著的性别差异。在整合—建构信念、能力信念和整体信念方面，存在着显著的年级差异，在整合—建构和总体信念上，高二学生的信念显著地比高一、高三的学生的信念消极，在能力信念维度上，高一学生极其显著地比高二、高三学生积极。在认识论信念的各个维度以及总体信念上存在着极其显著的学校差异，在整合—建构信念、零散—接受信念方面，重点学校的学生比一般学校的学生成熟和积极，在能力信念方面，重点学校的学生比一般学校的学生消极。
3．认识论信念与自主学习之间存在着极其显著的相关，认识论信念的各个维度能够对自主学习构成极其显著的正回归效应，并能直接预测学生在学习上的自主性。整合—建构信念与学习成绩之间存在显著相关，并能直接预测学生的学习成绩。零散—接受信念和能力信念通过自主学习对学习成绩产生间接作用，其作用比较小。
Epistemological beliefs are the internal learning context of students, and they are a reciprocally independent belief system. Students' belief about knowledge and knowing is the core dimensions of individual epistemology, and students' beliefs about learning, instruction and ability are the peripheral dimensions. Students' epistemological beliefs may influence the learning process and learning outcome, and is also related to lifelong learning. By studying students' epistemological beliefs, we can research the cognitive mechanism of learning, which in turn, can provide the insight and direction to learning and instruction.
In this article we introduce the research history and various developing theory of epistemological beliefs, and then, we analyze and review the corrational research between epistemological beliefs and learning both at home and abroad. On this basis, we make a systematic research of high school students' epistemological beliefs in our country. First, we validate Schommer's multidimensional epistemological beliefs model; then we administer open-end questionnaire to high school students, and equipped with the semi-structured interview, we develop a scientific epistemological beliefs questionnaire, which fits for our high school students; finally we examine the relations of epistemological beliefs, self-regulated learning and learning performance by using the instrument we developed. The conclusions are as follows:
Epistemological beliefs are a multidimensional system of beliefs, which has several independent epistemological dimensions, and the content of each dimension may be influenced by cultural factors. In our research we find three epistemological dimensions: integral-constructive belief, separated-receptive belief, and ability belief.
There are no significant gender differences in each epistemological dimension and the whole epistemological beliefs. There are significant grade differences in integral-constructive belief, ability belief and the whole epistemological beliefs. There are significant school differences in each epistemological dimension and the whole epistemological beliefs.
There is a significant correlation between epistemological beliefs and self-regulated learning, and each epistemological dimension can predict students' self-regulation in learning. Integral-constructive belief is significantly related to learning performance, and it can directly predict learning performance. Separated-receptive belief and ability belief influence learning performance through self-regulated learning, but their role is weak.
引文
1．边玉芳：学习自我效能感量表的编制与应用，华东师范大学 2003届博士学位论文。
2．蔡华俭：内隐自尊的作用机制及特性研究，华东师范大学 2002届博士学位论文。
3．高凌彪：现象描述分析学与学习观、教学观的研究，《华南师范大学学报》(社会科学版)，
4．郭志刚主编：《社会统计分析方法—SPSS软件应用》，中国人民大学出版社，1999年12月第一版。
5．郝宁：计算机编程领域的专长研究，华东师范大学 2003届硕士学位论文。
6．黄黎明、高凌彪：学习方式研究对我国教学的启示，《教育科学研究》，2002，2，30～34。
7．李晓文：《学生自我发展之心理学探究》，北京，科学教育出版社，2001年10月第一版。
8．李其维：《破解“智慧胚胎学”之谜》，湖北教育出版社，1999年11月第一版。
9．李山、余欣欣：初中生自我概念、自我监控学习行为、学习策略对学习成绩的影响，《宁波大学学报》(教育科学版)，2002，3，18—22。
10．刘儒德：大学生的学习观，《高等教育研究》，2002，4，74—78。
11．刘儒德、邓利：小学生语文学习观调查研究，《心理科学》，2002，1，54—58。
12．刘儒德、陈红艳：小学生数学学习观调查研究，《心理科学》，2002，2，194—199。
13．卢文岱：《SPSS for Windows统计分析》，电子工业出版社，2000年6月第一版。
14．柯惠新、黄京华、沈浩：《调查研究中的统计分析法》，北京广播学院出版社，1992年7月第一版。 ‘
15．庞维国：《自主学习：学与教的原理和策略》，华东师范大学出版社，2003年7月第一版。
16．庞维国：中小学生自主学习的教学指导模式研究，华东师范大学 2001届博士学位论文。
17．司继伟：心理因素对高中生学业成就的影响，《心理发展与教育》，2000，2，7—12。
18．孙燕青、张建伟：初二学生的科学观及其与科学发现学习的关系，《心理发展与教育》，2003，2，47—51。
19．王重明：《心理学研究方法》，人民教育出版社，1990年2月第一版。
20．王振宏、刘萍：动机因素、学习策略、智力水平对学生学业成就的影响，《心理学报》，2000，1，65—69。
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23．伍新春等译：《学习动机的激发策略》，北京，中国轻工业出版社，2002年5月第一版。
24．叶浩生主编：《西方心理学研究新进展》，人民教育出版社，2003年6月第一版。
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2．蔡华俭：内隐自尊的作用机制及特性研究，华东师范大学 2002届博士学位论文。
3．高凌彪：现象描述分析学与学习观、教学观的研究，《华南师范大学学报》(社会科学版)，
4．郭志刚主编：《社会统计分析方法—SPSS软件应用》，中国人民大学出版社，1999年12月第一版。
5．郝宁：计算机编程领域的专长研究，华东师范大学 2003届硕士学位论文。
6．黄黎明、高凌彪：学习方式研究对我国教学的启示，《教育科学研究》，2002，2，30～34。
7．李晓文：《学生自我发展之心理学探究》，北京，科学教育出版社，2001年10月第一版。
8．李其维：《破解“智慧胚胎学”之谜》，湖北教育出版社，1999年11月第一版。
9．李山、余欣欣：初中生自我概念、自我监控学习行为、学习策略对学习成绩的影响，《宁波大学学报》(教育科学版)，2002，3，18—22。
10．刘儒德：大学生的学习观，《高等教育研究》，2002，4，74—78。
11．刘儒德、邓利：小学生语文学习观调查研究，《心理科学》，2002，1，54—58。
12．刘儒德、陈红艳：小学生数学学习观调查研究，《心理科学》，2002，2，194—199。
13．卢文岱：《SPSS for Windows统计分析》，电子工业出版社，2000年6月第一版。
14．柯惠新、黄京华、沈浩：《调查研究中的统计分析法》，北京广播学院出版社，1992年7月第一版。 ‘
15．庞维国：《自主学习：学与教的原理和策略》，华东师范大学出版社，2003年7月第一版。
16．庞维国：中小学生自主学习的教学指导模式研究，华东师范大学 2001届博士学位论文。
17．司继伟：心理因素对高中生学业成就的影响，《心理发展与教育》，2000，2，7—12。
18．孙燕青、张建伟：初二学生的科学观及其与科学发现学习的关系，《心理发展与教育》，2003，2，47—51。
19．王重明：《心理学研究方法》，人民教育出版社，1990年2月第一版。
20．王振宏、刘萍：动机因素、学习策略、智力水平对学生学业成就的影响，《心理学报》，2000，1，65—69。
21．王婷婷、沈烈敏、林文毅：中小学生能力观研究综述，上海教育科研，2004，2。
22．吴庆麟：《教育心理学》，人民教育出版社，1999年12月第一版。
23．伍新春等译：《学习动机的激发策略》，北京，中国轻工业出版社，2002年5月第一版。
24．叶浩生主编：《西方心理学研究新进展》，人民教育出版社，2003年6月第一版。
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