工作场自我导向学习的双子模型  

On the Two-Shell-Model of Motivated Self-Directed Learning at the Workplace

作　　者：朱苏[1] 赵蒙成[1] 

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《浙江海洋学院学报（人文科学版）》2009年第2期147-151,共5页Journal of Zhejiang Ocean University(Humane Science)

摘　　要：自我导向学习是员工在工作场地中学习的一条重要路径。由于工作场地环境的特殊性以及自我导向的学习自身的特殊内涵与规律,影响自我导向学习的因素也区别于学校环境中的学习。总体上看,制约工作场自我导向学习的因素可以分为内部因素和外部条件两大类,内部因素包括策略、调控、评价、兴趣,外部条件包括自主性经验、自我能力的经验、组织和谐度的经验。两类因素相互作用,构成了工作场自我导向学习的双子模型,制约着学习的过程与结果。Self-directed learning is an important way for employees＇ learning at workplace. Both the unique environment of workplace and the unique definition and rules of self--directed learning result in the different constructs between learning at workplace and that in classroom. Basically, factors which relate to self--directed learning at workplace can be divided into two types-internal factors and external factors. Furthermore, internal factors include learning strategies, control, evaluation, and interest; external factors include experiencing autonomy, experiencing competence, and experiencing social integration. The Two-Shell-Model of motivated self--directed learning can be formed by interactions between the two type factors, and it influences the process and outcomes of self-directed learning.

关 键 词：工作场 自我导向学习 自主 双子模型 

分 类 号：G720[文化科学—成人教育学]