目录
摘 要 I
ABSTRACT II
引言 3
一、理论分析与研究假设 3
（一）大学生学习绩效评价模型 3
1.布卢姆教学目标分类理论 4
2.Kirkpatrick评估模型 4
3.构建课堂展示法下学习绩效评价模型 5
（二）课堂展示行为与学习绩效 6
（三）深层学习方式与学习绩效 8
二、研究设计 9
（一）问卷设计 9
1课堂展示法问卷 9
2.学习绩效问卷 9
3.深层学习方式问卷 9
（二）研究样本与数据分析方法 9
1.研究样本 9
2.数据分析方法 10
三、实证结果分析 10
（一）课堂展示行为与学习绩效的相关检验 10
（二）课堂展示行为与学习绩效的多元回归分析 10
四、结论与启示 13
致谢 14
参考文献 15
课堂展示行为对大学生学习绩效的影响研究—以N大学为例
摘 要
A STUDY ON THE IMPACT OF CLASSROOM PRESENTATION BEHAVIOR ON COLLEGE STUDENTS LEARNING PERFORMANCE—TAKING N UNIVERSITY AS AN EXAMPLE
ABSTRACT
In the postepidemic era, investigating the impact of education as the main form of human capital investment on college students ’human capital accumulation, and how teaching practice represented by classroom presentation behavior affect college students’ learning performance, has important *51今日免费论文网|www.51jrft.com +Q: *351916072* 
theoretical and practical significance. A total of 251 undergraduates of the comprehensive researchoriented N university were selected as the survey object. Questionnaire survey, multiple regression analysis, and structural equation model were used to analyze the impact of classroom presentation behavior, deep learning model, and professional interest on learning performance. Among them, classroom presentation behaviors are divided into three dimensions: teaching activity design, teacher emotional support, and assessment, and learning performance is divided into four dimensions: perception expression, information processing, learning transfer, introspection&promotion. The results show that: teaching activity design plays an important role in improving college students perception expression and learning transfer, and teachers emotional support has a significant impact on promoting college students introspection&promotion. The direct effect of classroom presentation behavior on learning performance is not significant, and the mediating effect of deep learning mode and professional interest in the impact of classroom presentation behavior on learning performance is significant. Colleges should coordinate the resources of the education system and pay attention to the output of education to avoid excessive investment in education. And also cultivate students ’professional interests, lead students adopt deep learning mode, and establish a longterm human capital investment concept.
KEY WORDS：class presentation; learning performance; deep learning mode; professional interest; human capital investment

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