远程开放教育英语专业学生辍学现象追踪调查(三)——辍学发生再探析  

The Third Report on the Study of Student Dropouts from the English Program of Open and Distance Learning

作　　者：李莹[1] 陈荷男[2] 牛健[3] 

机构地区：[1]国家开放大学现代远程教育研究所,北京100039 [2]上海开放大学外语系,上海200433 [3]国家开放大学外语学院,北京100039

出　　处：《开放教育研究》2013年第1期85-94,共10页Open Education Research

基　　金：国家自然科学基金面上项目"远程开放教育辍学研究"(编号:70973148)的阶段性研究成果

摘　　要：本文基于"远程学习者辍学归因解释框架",使用课题组对14所省级电大2010年春季入学的英语专业新生连续三学期进行追踪调查获得的定性与定量研究数据,描述了英语专业本科与专科两个学历层次每学期发生的辍学,并揭示、比较了英语专业本科与专科每学期辍学发生的异同。研究结果显示,无论本科还是专科,辍学现象集中发生在第一学期和第二学期,第三学期辍学率相对较低;本、专科两个学历层次辍学归因差异小,辍学归因随学期变化走势趋同。辍学归因方面,学生视角的研究结果更多揭示了学生入校后的学习经历:学生学习能力与教学计划或教学要求不匹配、缺少远程学习中重要的师生交互技能、学习动机弱、学习投入少;专业教师则强调,学生存在认知负荷高的负面心理体验,而这样的心理体验很大程度上缘于学生能力与教学计划的不匹配;负责学生日常管理、服务工作的班主任则突出地感受到学生繁忙的工作与生活等外部因素给学生持续学习带来的重要影响。而以上辍学归因又与入学前学生相关能力准备不充分紧密相连。也就是说,虽然远程开放教育的办学理念是不设门槛,有学习需求者皆可入学,但对于学历需求者,考虑到学历教育本身专业与课程设置的科学性、系统性,这样的求学其实不是没有门槛,而是对学习者本身提出了较强的能力要求,包括使用信息技术的学习能力、时间管理能力、良好的知识基础、自我约束与坚定的意志信念。因此,本研究认为,对远程开放教育学习支持服务的理解不能仅仅停留在狭义层面,事实上,全面的学习支持服务还应包括传授学生学习中必需的相关能力,以使得学生能够适应专业与课程学习的挑战与要求。By identifying key variables of the composite attribution model of distant learners dropout, this study ana- lyzes the quantitative and qualitative data collected for three semesters on English major students from 14 provincial open universities in China, who enrolled in the spring semester of 2010. The study aims to reveal the differences and similarities of dropout rates between in a higher diploma program and in a Bachelor＇s degree program, and also the differences and similarities in three semesters for each program. The results imply that learners dropout frequently take place at the end of the first or second semester, no matter whether students are in a higher diploma program or in a Bachelor＇s degree program. In addition, the rate of dropout relatively decreased after the third semester. The key vari- ables leading to the dropout are similar, and so is the tendency of variables related to dropout. As to student varia- bles, they are more related to students learning experience after admission, specifically the mismatch between their learning abilities and course requirement, the shortage of interaction sills with teachers and classmates, and their weak motivation. In teachers view, the main factor for students dropout is the heavy cognitive loads due to the disparity be- tween students academic background and the learning tasks. Classroom teachers, who are in charge of students daily management and service, propose that the conflict between work and study negatively influences students＇follow-up study. The above variables are closely related to learners insufficient preparation prior to their admission to the pro- gram. Although students can enter the open universities without taking the entrance exam, they should be well-pre- pared to build up their abilities of information technology, time management, knowledge processing, self-discipline, and determination. The article concludes that distance education institutions should provide effective learning support service, especiaUy focus on help

关 键 词：远程开放教育 英语专业 辍学 

分 类 号：G728[文化科学—成人教育学]