综合高中学情现状、困境及破解路径——基于陕西省某试点学校的实证调查

Based on the Current Situation, Predicaments and Solutions of High School Students —Based on an Empirical Investigation of a Pilot School in Shaanxi Province

摘要: 采用自编《综合高中班学情问卷》和访谈对陕西省某试点学校综合高中班学生进行整群调查，通过spss软件进行数据分析，结果表明：1) 学情呈现“低投入–被动式”、认知表层化、自我效能感高、以外部动机为主、学习环境与支持供需错位等特征，“结构–文化–教学”三重边缘化影响学情特征。2) 聚类分析显示四类学习者画像：积极主动型(24.6%)、消极被动型(14.9%)、成绩导向型(35.1%)、实践能力型(22.4%)。最后，从“结构–文化–教学”三重边缘化出发提出学情困境的破解路径。

Abstract: Using a self-designed Comprehensive High School Class Learning Profile Questionnaire and interviews, a cluster survey was conducted among students in a pilot comprehensive high school in Shaanxi Province, with data analyzed via SPSS. The results indicated that: (1) The learning profile exhibited characteristics such as “low-input and passive” engagement, superficial cognition, high self-efficacy, predominantly extrinsic motivation, and a misalignment between learning environment/support and student needs, with the “structural-cultural-instructional” triple marginalization shaping these features. (2) Cluster analysis identified four types of learner profiles: proactive-active type (24.6%), passive-reactive type (14.9%), performance-oriented type (35.1%), and practical-competence type (22.4%). Finally, based on the triple marginalization framework, this paper proposes pathways to address the dilemmas in the learning profile.