中外合作办学项目大学生学习观调查——基于“现象描述分析学”的研究方式  

An Investigation of Undergraduates' Conceptions of Learning in a Chinese-Foreign Cooperative Programme: A Phenomenographic Approach

作　　者：赵显通[1] 

机构地区：[1]伦敦大学教育研究院

出　　处：《复旦教育论坛》2015年第2期32-37,59,共7页Fudan Education Forum

摘　　要：基于20世纪70年代末兴起的"现象描述分析学"的研究方式,采用半结构式访谈的方法调查了23位中外合作办学项目的学生。研究发现了六种学习观,即学习就是知识量的增加、记忆、应用、理解、解释现实和个人成长。前三种可以归为"重复性"学习观,而后三种统称"变革性"学习观。后者会对学生会产生深远影响,因而是应当提倡的。The empirical research is based on the phenomenographic approach, which was originated from thelate 1970s. By employing semi-structured interwew, me resea＊~,, ~ Cooperative Programme. Six conceptions of learning are finally revealed, including learning as increase of knowledge, memorisation, application, understanding, interpreting reality and personal change. The former three are reproductive, whereas the remaining three are transformative. Since the transformative conceptions may benefit students profoundly in the long term, they are worthy of being advocated.

关 键 词：现象描述分析学 学习观 中外合作办学项目 

分 类 号：G648.9[文化科学—高等教育学]