【作 者】：
张志新， 张心祎， 高 景， 王 陆
【关 键 词 】：
网络学习环境； 心境状态； 简式POMS量表
【栏 目】：
网络教育
【中文摘要】：
为了探究网络学习环境使用时长对中小学生心境状态的影响，研究采用简式POMS量表对北京和山东的553名中小学生进行了为期一年的跟踪调查，通过协方差分析、t检验发现：中小学生平均每周的网络学习环境使用时长对其心境状态有显著影响，平均每天使用1.5小时左右比较有益于心境状态，但超过2.5小时会产生较重的情绪纷乱。不同性别、学段、家庭社会经济地位以及独生子女与否均符合此规律，稍有不同的是，男生比女生更敏感。另外，从心境状态群体差异角度看：中学生优于小学生，独生子女优于非独生子女，家庭社会经济地位低的优于家庭社会经济地位高的。建议学校、教师、家长、国家应分别采取合理安排课程、丰富教学方式、严格控制网络学习环境使用时长、出台网络学习环境使用指导手册等措施。
【英文摘要】：
In order to explore the impact of the length of the online learning environment on the state of mind of primary and middle school students, a simple POMS scale was used to conduct a two-year follow-up survey of 553 primary and secondary school students in Beijing and Shandong, through analysis of covariance and t-tests. Findings: The average weekly learning period of primary and middle school students has a significant effect on their state of mind. The average daily use of about 1.5 hours is more conducive to the state of mind, but more than 2.5 hours will result in heavier emotional chaos. Different genders, school segments, family socioeconomic status, and whether or not the single-child is in line with this rule, a little different is that boys are more sensitive than girls. In addition, from the point of view of mood state group differences, middle school students are better than primary school students, single-children are better than non-single children, and the family's low socioeconomic status is better than that of the family's high socioeconomic status. It is suggested that schools, teachers, parents, and the state should adopt measures such as rationally arranging courses, enriching teaching methods, strictly controlling the length of time for using the online learning environment, and issuing guidance manuals for using the online learning environment.