自主·合作·探究:学生学习方式的转变

张亚星

doi:10.16382/j.cnki.1000-5560.2018.01.003

自主·合作·探究:学生学习方式的转变

doi: 10.16382/j.cnki.1000-5560.2018.01.003

张亚星

北京师范大学教育学部, 北京 100875

基金项目:

国家社会科学发展基金"十二五"规划教育学重点课题"以科学发展为主题转变教育发展方式研究" AFA110001

首都教育发展协同创新中心2014年度一般课题"北京市中小学校本教研的改进策略研究" CEDTE201402

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出版历程
- 刊出日期: 2018-01-20

Self-regulated Learning, Cooperative Learning and Inquiry Learning: Transformation of Student Learning Styles

ZHANG Yaxing

Faculty of Education, Beijing Normal University, Beijing 100875, China

摘要

摘要: 自主、合作与探究学习是新课改倡导的学习方式和我国学习方式转变的方向。为了研究中小学生学习方式转变的现状及其影响因素，笔者对分层抽取的440名教师和14 406名学生进行了问卷调查，结果发现：中小学生的学习方式在一定程度上发生了转变，但自主学习与探究学习有所欠缺；女生、低年级和城市学生的学习方式转变相对较好；教师获得的教学支持、教学自主权和教学方式对学习方式转变具有显著的正向影响，而对以成绩为导向的教学能力却产生显著的负向影响；学生的母亲学历、同伴关系、师生关系、内在学习动机等对学习方式转变具有显著的正向影响，学业压力越大越不利于学习方式的转变。因此，应促进教师专业发展，增强教育管理的民主性，提高学习活动的针对性，建立良好的学习环境。
- 学习方式转变 /
- 自主学习 /
- 合作学习 /
- 探究学习 /
Abstract: Self-regulated learning, cooperative learning and inquiry learning are highlighted in the new curriculum reform as the direction of learning styletransformation in China. This study, based on a stratified survey of sampled 440 teachers and 14, 406 students, attempted to investigate the status quo and influential factors of learning style transformation in primary and secondary schools. The findings show that, despite the changed learning styles, self-regulated learning and inquiry learning still need to be improved. The transformation of learning styles among girls, lower-graders and urban students are relatively better. In addition, obtained teaching support, teaching autonomy and teaching styles have significant positive effects on learning style transformation, while examination oriented teaching ability has a significant negative effect. Also, mother's education, peer relationship, teacher-student relationship and learning motivation have significant positive impact on learning style transformation. However, higher academic pressure is not conducive to the transformation of learning styles.Therefore, it is necessary to promote teacher professional development, enhance democracy in educational management, improve the relevance of learning activities, and establish a good learning environment.
- learning style transformation /
- self-regulated learning /
- cooperative learning /
- inquiry learning /
- influential factors

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表 1 中小学生学习方式转变的总体水平

维度	题数	均值	标准差
自主学习	4	2.85	0.83
合作学习	5	3.32	0.69
探究学习	6	3.21	0.67
学习方式总体	15	3.13	0.50

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表 2 中小学生学习方式转变的差异分析

	自主学习	合作学习	探究学习
男生	2.735	3.301	3.206
女生	2.975	3.339	3.222
T值	-17.472^***	-3.288^**	-1.406
小学	2.860	3.366	3.270
初中	2.846	3.243	3.129
高中	2.825	3.148	2.977
F值	1.101	80.875^***	134.830^***
城市	2.882	3.308	3.182
乡镇	2.885	3.288	3.128
农村	2.808	3.236	3.064
F值	6.953^***	7.846^***	21.098^***
注：^表示P＜0.05，^表示P＜0.01，^**表示P＜0.001

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表 3 学习方式影响因素分析结果(两水平模型)

	变量描述	自主学习		合作学习		探究学习
	变量描述	系数	标准误	系数	标准误	系数	标准误
教师层面	性别	0.042	0.012	-0.021	0.021	-0.025	0.023
	教龄	0.001	0.001	0.001	0.001	0.003^*	0.001
	职称	0.002	0.004	0.005	0.004	0.000	0.004
	学历	0.019	0.013	0.014	0.013	0.018	0.013
	获得的教学支持	0.032^*	0.012	0.032^*	0.013	0.016	0.012
	教学自主权	0.009	0.020	0.056^**	0.018	0.037^*	0.018
	教学设计能力	-0.005	0.014	-0.009	0.013	-0.044^**	0.014
	课堂教学能力	0.006	0.018	-0.038^*	0.018	0.021	0.019
	教学评价能力	-0.031^*	0.016	0.017	0.017	0.017	0.019
	合作型教学方式	0.001	0.020	0.039^*	0.018	0.003	0.020
	对话型教学方式	0.012	0.031	-0.023	0.028	0.018	0.035
	兴趣型教学方式	-0.032	0.022	-0.020	0.023	-0.006	0.020
	情感型教学方式	0.043	0.030	-0.001	0.028	-0.032	0.032
学生层面	母亲学历	0.012^***	0.003	0.030^***	0.003	0.025^***	0.003
	学业压力	-0.044^***	0.005	-0.015^**	0.005	-0.015^**	0.005
	同伴关系	0.078^***	0.012	0.217^***	0.015	0.122^***	0.015
	师生关系	0.061^***	0.012	0.289^***	0.015	0.276^***	0.016
	内在学习动机	0.091^***	0.016	0.379^***	0.014	0.590^***	0.015
注：表示P＜0.05，^表示P＜0.01，^**表示P＜0.001

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