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少数民族大学生上课玩手机现象相当普遍,已日益成为困扰教师教学的一个严重问题。少数民族大学生上课使用手机的因素相当复杂,即有消极的,也有积极的;即和个人因素有关,也和班级整体因素有关。研究发现,少数民族大学生课堂使用手机的态度和自控能力具有明显的层次性:部属班要优于省属公办班,省属公办班要优于省属民办班,省属民办班要优于西藏班,呈阶梯分布,学习层次比较高的班级情况要明显优于学习层次比较低的班级。文章通过问卷星调查问卷获取了代表性数据,使用SPSS分析软件对这72个因素进行因子降维分析,共提取出24个有效因子。通过因子解释分析,把这24个因子进一步概括为7个因子,并针对这7个因子提出了对策。
Minority college students to play mobile phones in class is quite common, has become increasingly plagued teachers teaching a serious problem. The factors that make use of cell phones for minority college students in class are quite complicated, ie, negative and positive; that is, they are related to personal factors and also to the overall factor of the class. The study found that the attitudes and self-control abilities of ethnic minority college students using cell phones in classrooms are obviously hierarchical: the subordinate classes are better than the provincial public class, the provincial public class is better than the provincial private class, the province-owned private class is better than Tibet Class, was ladder distribution, learning level is higher than the class situation was significantly better than the lower level of learning classes. The article obtains the representative data through the questionnaire star questionnaire, uses the SPSS analysis software to carry on the factor dimension reduction analysis to these 72 factors, extracts 24 effective factors altogether. Through factor analysis and analysis, these 24 factors are further summarized as seven factors, and the seven factors proposed countermeasures.