The Survey on Classroom Discussion of Middle School Students

Hua Zhang, Jinhui Cheng, Xinyu Yuan, Ying Zhang

Abstract


Classroom discussion was an effective method to cultivate students’ thinking ability, expressing ability and creativity. This study investigated the status of classroom discussion of 1228 middle school students by a self-compiled scale. The results showed that the scale of classroom discussion had good reliability and validity. In the three dimensions of the classroom discussion, the teacher support gained the highest score; the discussion topic and form gained the lowest score and the student participation was in the middle level. However, these three dimensions had not reached the satisfactory level. There were significant differences in the three dimensions of classroom discussion between students from only child and multiple children families. Also the junior school students and high school students were significantly different in the classroom discussion.


Keywords


classroom discussion; creativity; middle school students

Full Text:

PDF

References


Baoqun Ai. (2006). The problems and countermeasures of the classroom discussion. Educational Practice and Research(6), 4-5.

Chongzeng Bi, Xiting Huang.(2009). Preparation of self-confidence questionnaire on young students. Acta Psychological Sinica, China, 41(5), 444-453.

Chuanbao Jin. (2011). The study on effective technology for primary and middle school teachers to nourish the classroom. Basic Education, 8(3), 104-109.

Chun Lin, Jing Wang. (2000). Cultivating students’ self-learning and innovation ability by the classroom discussion. Journal of Shanxi Medical University (Preclinical Medical Education Edition) (2), 199-200.

Cuirong Yang, Chengjun Zhou, Hongtao Wei. (2013). Promote the teacher questioning in classroom discussion. Contemporary Education Science(12), 20-22.

Guoping Wu. (2000). Conduct discussion timely and cultivate creative potential--training the innovative consciousness of students in mathematics class discussion, Study on Teaching Method,39(9), 41-42.

Hua Zhang,Xuechun Yang,Ying Zhang, Brian John Hennessy.(2014). Dimensions of Perceived Support for Innovation Scale: A Comparison of Students from Only Child and Multiple Children Families in a Chinese Universityï¼›British Journal of Education, Society & Behavioural Science(5), 633-646.

Jiafang Wei, Zhuying Ling (2003). The role of classroom discussion playing in cultivating students' creative thinking ability. Journal of Baicheng teachers college, 17( 4), 108.

Jian Niu (2001). The classroom discussion and creative thought cultivating. Journal of Gansu Education College (social sciences) (17), 2237-239.

Jinkuan Cheng. (1996). The strategies of stimulating the classroom discussion activity. Elementary & Secondary Schooling Abroad(10), 28-30.

Kunling Fu. (2013). Organize the effective classroom discussion. Learning Weekly, 186(6), 90.

Mancang Liang. (2009). Cultivating students’ consciousness of participation and the classroom discussion. Development(4), 88.

Qinglin Zhang, Sternberg, R. J., Jiwei Si, Zhan Xu.(2002).Creativity Research Handbook.Chengdu: Sichuan Education House,China,6-8.

Rui Li.(2012). The composition and strategy of classroom discussion oriented by the students. Journal of Beijing People’s Police College (5), 84-86.

Tizheng Wang. (1984). Class discussion. Journal of Higher Education( 4), 59-61, 73.

Williams, F. E. (1980). Creativity assessment packet (CAP): Manual. Buffalo: D.O.K. Publishers, Inc.

Xiaozhen Shi. (1997). The gender differences and equal opportunities in the classroom discussion. Elementary & Secondary Schooling Abroad(6), 42-43.

Yacke,E., & Cobb, P. (1996) .Socio -mathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education (2), 458-477.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493