在线学习者专业认同的测评研究  

Disciplinary Identity Scale for Online Learners

作　　者：朱祖林[1] 汤诗华[1] 毕磊[1] 郭允建[2] 安哲锋[3] 

机构地区：[1]安徽广播电视大学现代远程教育研究所,230022 [2]安徽广播电视大学教务处,230022 [3]北京工业大学学生发展指导中心,100124

出　　处：《中国远程教育》2015年第7期13-18,79,共6页Chinese Journal of Distance Education

基　　金：国家开放大学2014-2015年度重点课题“成人远程学习者专业认同的测评研究”(课题批准号:G14A1801Z)

摘　　要：专业认同是学习者极其重要的职业准备之一。在线学习者专业认同具有什么样的内涵与结构?怎样进行测评?其基本特征如何?本研究聚焦处于职业发展阶段的在线学习者,根据文献分析、理论探讨和问卷调查,构建了在线学习者专业认同的理论模型和测量维度,编制了测评量表并抽样施测。数据分析显示,在线学习者专业认同的四因素结构模型得到观测数据的适配支持,模型结构清晰稳定;量表具有良好的项目鉴别度、信度与效度;在线学习者专业认同水平中等偏上,部分层面差异显著。本研究为远程教育院校提供了可资借鉴的参考,为今后的同口径研究提供了比对目标。Disciplinary identity is an important preparation for learners to start a career. This study focuses on online learners: What is their disciplinary identity and how is it structured? How should their disciplinary identity be measured? And what are its features? Employing the research instruments of literature review,theoretical analysis and questionnaire survey, the authors constructed a theoretical model, proposed measurement dimensions, worked out an identity scale, and carried out the survey. The findings of the study show that the 4-factor model is structurally compatible with the data, with high reliability and validity and differentiation. The disciplinary identity of the subjects is generally above the mean, with outstanding differences in some aspects. This study provides a reference for comparative studies of similar nature.

关 键 词：专业认同 专业认知 专业情感 专业适切 专业行为 在线学习者 

分 类 号：G420[文化科学—课程与教学论]