大学数学类课程多元复合式教学与学习心理的关系研究

A Study on the Relationship between Compound Teaching and Learning Psychology in College Mathematics

摘要: 为深入探寻大学数学类课程教学改革中教学干预与学生学习心理之间的作用机制，本文基于自我决定理论、控制–价值理论以及建构主义学习观与社区模型，构建“多元复合式教学”对大学生数学学习心理影响的结构方程模型。通过问卷调查法收集961份有效样本，涵盖大二至大四不同学科专业的有效样本。验证性因子分析及中介效应检验表明：多元复合式教学对学习动机($\beta =0.591$ )、学习焦虑($\beta =0.160$ )及学习氛围($\beta =0.239$ )均具有显著的直接正向影响；在影响路径方面，学习动机在多元复合式教学与学习兴趣之间发挥完全中介效应(间接效应 = 0.690，p < 0.001)；学习焦虑在学习动机与学习氛围之间发挥完全中介效应(间接效应 = 0.229，p = 0.001)。结果表明，多元复合式教学通过激发内在动机转化为深度兴趣，并通过构建适度认知张力优化群体学习生态。高校数学教师应深化多维复合教学设计，有效调控心理变量，提升大学数学类课程教与学的整体效果。

Abstract: To deeply explore the underlying mechanism between pedagogical interventions and students’ learning psychology in the reform of university mathematics courses, we construct a structural equation model (SEM) based on self-determination theory, control-value theory, constructivist learning theory, and the community of inquiry model to examine the impact of “multi-compound teaching” on college students’ mathematics learning psychology. A total of 961 valid samples covering undergraduates from sophomores to seniors across diverse academic disciplines were collected through a questionnaire survey. Confirmatory factor analysis and mediation effect tests indicate that: multi-compound teaching exerts significant direct positive effects on learning motivation ($\beta =0.591$ ), learning anxiety ($\beta =0.160$ ), and learning atmosphere ($\beta =0.239$ ). Regarding the influence paths, learning motivation plays a complete mediating role between multi-compound teaching and learning interest (indirect effect = 0.690, p < 0.001); meanwhile, learning anxiety exhibits a complete mediating effect in the path from learning motivation to learning atmosphere (indirect effect = 0.229, p = 0.001). The findings reveal that multi-compound teaching fosters deep learning interest by stimulating intrinsic motivation, and optimizes the collaborative learning ecology by inducing moderate cognitive tension. University mathematics instructors should deepen multidimensional compound instructional design and effectively regulate psychological variables to enhance the overall efficacy of teaching and learning in college mathematics courses.