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Social learning of values and teacher-student interactions in a transitional socialist China.

机译：转型社会主义中国的社会价值观学习和师生互动。

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摘要

The issue of the growing anomie, particularly among the youth of China, has prompted the following research questions. How do teachers' values influence students' values in China? What are some of the predominant values that students and teachers in China possess? How are the relationships between teachers and students characterized? How do teachers' values and their relationships with students influence students' development of values? Are there other background, societal or institutional factors that compete with teacher-values influences?; Conceptually aligned to Arthur Bandura's (1971) Social Learning Theory, the expectation is that: Chinese teachers who foster strong affective relationship with their students and project salient values in the classroom will have a major socializing effect on their students.; The methodology involves the use of surveys administered to sixth grade teachers and students in China. The sample for this study includes approximately 1352 students and 65 teachers from diverse schools covering a broad geographical region throughout China (Beijing, Shanghai, Hangzhou, Shenzen). After the surveys were collected, translated, transcribed, and coded, the factored data were analyzed using descriptive statistics, linear regressions, analyses of variance and cross-tabs.; We discovered that teachers' values significantly influence the values of their students across our three axiological categories: Noun-Values (Ethics, Morals, Ideals); Adjective-Values (Worth, Utility, Desirability); Verb-Values (Motivation, Interests, Goals). Social Learning Theory suggests that saliency is a key factor in determining whether modeling occurs, and our results confirm that premise, where students' perceptions of teachers' values were of greater influence than the stated values of teachers themselves. An interaction was exhibited between teacher-student relationships and the influence of student-perceived teacher values on the values of students, validating the affective component of Bandura's theory. Other important influences on student values included student gender, student grades and the characteristics of schools that students attended. Our analysis of the data reveals that there is no simple way to describe the values of teachers or students in China. In both the general sample as well as in single individuals, the oxymoron of traditional and modern values seemed contradictory, embodying simultaneously the miracle of diversity and the threat of anomie.
机译：越来越多的失范问题，尤其是在中国年轻人中间，引起了以下研究问题。教师价值观如何影响中国学生的价值观？中国学生和老师具有哪些主要价值观？师生之间的关系如何表征？教师的价值观及其与学生的关系如何影响学生的价值观发展？是否还有其他与教师价值观产生影响的背景，社会或制度因素？在概念上与亚瑟·班杜拉（Arthur Bandura，1971）的社会学习理论相一致，人们的期望是：能够与学生建立牢固情感关系并在课堂上凸显重要价值观的中国教师将对学生产生重大的社交影响。该方法涉及对中国六年级师生进行的调查。这项研究的样本包括来自全国各地（北京，上海，杭州，深圳）的约1352名学生和65名来自不同学校的教师。收集，翻译，转录和编码调查表后，使用描述性统计数据，线性回归，方差分析和交叉表对分解后的数据进行分析。我们发现，教师的价值观在我们的三个价值论类别中显着影响其学生的价值观：名词价值观（伦理，道德，理想）；形容词值（价值，效用，可取性）；动词价值（动机，兴趣，目标）。社会学习理论认为，显着性是确定是否进行建模的关键因素，我们的研究结果证实了这一前提，即学生对教师价值观的理解比教师自身陈述的价值观具有更大的影响力。师生关系与学生感知的老师价值观对学生价值观的影响之间存在相互作用，这证明了班杜拉理论的情感成分。对学生价值观的其他重要影响包括学生性别，学生成绩和学生就读学校的特征。我们对数据的分析表明，没有简单的方法来描述中国教师或学生的价值观。在一般样本和单个个体中，传统价值观念和现代价值观念的矛盾似乎是矛盾的，同时体现了多样性的奇迹和失范的威胁。

著录项

  • 作者

    Kim, Eugene Paul.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Education Curriculum and Instruction.; Psychology Social.; Education Philosophy of.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 389 p.
  • 总页数 389
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;社会心理、社会行为;教育;
  • 关键词

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