大学生学习力及其对学习收获的影响研究  

College Students' Learning Power and Its Impacts on Learning Achievements

作　　者：龙永红[1,2] 聂邦军[2] 贝静雯 LONG Yong-hong;NIE Bang -jun;BEI Jing -wen(Nanjing University,Nanjing 210093,China;Nanjing Institute of Teehology,Nanjing 211167,China)

机构地区：[1]南京大学,江苏南京210093 [2]南京工程学院,江苏南京211167

出　　处：《黑龙江高教研究》2019年第1期96-100,共5页Heilongjiang Researches on Higher Education

基　　金：2017年江苏省高校辅导员研究会重点基金项目"工科大学生学习能力及提升策略研究"(编号:17FYHZD010);2017年江苏高校哲学社会科学基金项目"高校德育视角下体验式教育体系构建"(编号:2017SJBFDY354)成果之一

摘　　要：来自H高校的调查数据表明:大学生学习力总分随着年级升高呈下降趋势,互动学习水平最低;学习力的聚类特征呈现卓越型、规范型、传统型、被动型等四种类型,不同类型学习力大学生学习收获水平差异显著;学习动机对大学生学习收获的直接影响较小,学习态度、互动学习、学习策略对学习收获有显著正向影响。建议高校分年级分类加强对大学生学习力的指导,促进大学生课内外的互动学习,提升教师对大学生学习的激励评价,激发大学生学习动机,增强学习收获感知。The survey from the H college shows that learning power of college students is decreasing with the increase of grade,and the level of interactive learning is the lowest;there are four types of learning powers,excellence,standard,tradition and passivity and the learning outcomes with different learning types are significantly different;learning motivation has less direct influence on the learning of college students while attitude,interactive learning and learning strategies have a significant positive impact on learning achievements. Colleges and universities should strengthen the guidance for college students’ learning power according to their types and grades,promote the interactive learning of college students in and out of class and improve teachers’ incentive evaluation for college students in order to enhance college students’ perception of learning outcomes.

关 键 词：大学生 学习力类型 学习收获 

分 类 号：G645[文化科学—高等教育学]