课堂参与对初三英语学困生深度学习的影响研究

A Study on the Impact of Classroom Participation on Deep Learning among Low-Achieving Ninth-Grade English Students

摘要: 课堂参与是影响学生学习效果的重要因素。然而，课堂参与对学生学业成绩的塑造机制尚不明确，尤其对于学业表现不佳的学生群体。为贯彻落实《义务教育英语课程标准（2022版）》“教–学–评”一体化的要求，弥补现有研究忽视学困生的不足，本研究以公办初中91名初三英语学困生为研究对象，以期中测试成绩作为诊断，采用学习投入问卷、深度学习问卷获取量化数据(N = 91)，探究课堂参与、深度学习与学业成绩之间的关系。研究结果表明，学困生的课堂参与处于中等偏低水平(M = 3.28/5)，其中认知参与最低(M = 3.24)；深度学习总体处于中等偏低水平(M = 2.63/4)，迁移应用维度最为薄弱(M = 2.58)；成绩与行为参与(r = 0.754, p < 0.01)和认知参与(r = 0.681, p < 0.01)呈显著正相关，但与情感参与无显著相关(r = −0.037, p = 0.729)，与深度学习各维度也没有明显相关(r = −0.095~0.047, p > 0.05)；情感参与与深度学习各维度呈强正相关(r = 0.823~0.860, p < 0.01)。本研究为理解学业表现不佳学生学习困难的认知机制提供了实证依据，并为课堂评价与教学干预提供了诊断参照。

Abstract: Classroom participation is a crucial factor influencing student learning outcomes. However, the mechanisms by which it shapes academic achievement remain unclear, particularly among students with poor academic performance. To implement the “teaching-learning-assessment” integration requirements of the English Curriculum Standards for Compulsory Education (2022 Edition) and to address the gap in existing research regarding underachieving students, this study examined 91 ninth-grade students struggling with English in a public junior high school. Using midterm test scores for diagnosis, the study employed questionnaires on learning engagement and deep learning to collect quantitative data (N = 91) and investigated the relationships among classroom participation, deep learning, and academic achievement. The results indicate that the students’ classroom participation was at a low-to-moderate level (M = 3.28/5), with cognitive participation being the lowest (M = 3.24). Deep learning was also at a low-to-moderate level overall (M = 2.63/4), with the transfer and application dimension being the weakest (M = 2.58). Academic achievement showed a significant positive correlation with behavioral participation (r = 0.754, p < 0.01) and cognitive participation (r = 0.681, p < 0.01), but no significant correlation with emotional participation (r = −0.037, p = 0.729) or any dimension of deep learning (r = -0.095 to 0.047, p > 0.05). Conversely, emotional participation showed a strong positive correlation with all dimensions of deep learning (r = 0.823 to 0.860, p < 0.01). This study provides empirical evidence for understanding the cognitive mechanisms underlying the learning difficulties of underachieving students and offers a diagnostic reference for classroom assessment and instructional interventions.