高校成教学生自主学习行为构建的社会观照  

On Building of Self-directed Learning Behavior of Adult Education College Students: from Social Perspective

作　　者：肖菲[1] 郭凌雁[1] 

机构地区：[1]江西科技师范大学

出　　处：《教育学术月刊》2013年第11期56-59,共4页Education Research Monthly

基　　金：2011年度江西省教育厅教改项目“高校成教学生‘柔性’学习行为培养方略探究”(JXJG-11-95-1)阶段性成果

摘　　要：比照《贝伦行动框架》要求,高校成教学生学习行为由"自我"转向"自主",显得极端重要和极为迫切。高校成教学生以"自我个性"的学习目标、"自我施压的学习态度"、自我聚合的学习资源、"自我反思的学习语境"彰显自身特色。高校成教学生如果能够打造有效的社会学习氛围,将进一步提升学习效果。为此,建立"全民共学"的学习环境、拓展"多元相连"的学习途径以及建立"多元互动"的学习评价等都将成为提升高校成教学生自主学习的能动性,从而积极适应全民学习、自主学习的理念。According to 'Belem Action Framework', the adult education students' learning behavior should be changed from 'for-self' to 'self-directed', which is extremely important and urgent. Adult education college students must have individual learning goals, self-pressure learning attitude, self- polymerization learning resources and self reflective learning context which can demonstrate its own educational characteristics. If they are able to build effective social learning atmosphere, it will further enhance their learning effect. Therefore, the establishment of a national study learning environment, the expanding of multiple-connected learning ways and building of interactive learning evaluation will be lifting the students' initiative to conduct the autonomous learning and actively adapt to autonomous learning enviroment.

关 键 词：成教学生 自主学习行为 社会观照 

分 类 号：G72[文化科学—成人教育学]