生态化学习的内涵与特征——基于大学生生态化学习行为的扎根理论研究  

Connotation and Traits of Ecological Learning Based on the Grounded Research on College Students' Learning Behaviors

作　　者：宋东清[1,2] 付瑛[2] 

机构地区：[1]苏州大学教育学院,江苏苏州215123 [2]聊城大学教育科学学院,山东聊城252059

出　　处：《黑龙江高教研究》2017年第4期10-15,共6页Heilongjiang Researches on Higher Education

基　　金：苏州大学2011年优秀博士论文立项"大学生生态化学习策略的理论与实证研究"(编号:23320977)

摘　　要：目前,关于学习的生态化研究取向呈现"系统论"与"特征说"的分殊,其内涵与特征尚未达成学界的共识。生态化学习内涵与特征的构建路径:一是对生态化学习行为的属性特征进行扎根研究;二是对具有生态化取向的学习理论进行重新解读。通过对大学生生态化学习行为特征的扎根理论研究,构建生态化学习系统的认知建构、生态个体、生态人际和生态环境等四个层次内涵,以及主体性、动态性、社会性、情境性、实践性与享用性等六个属性特征。＂ System Theory＂ and＂ Traits Theory＂ are oriented in present researches on ecological learning, however, a consensus has not been reached yet on its connotation and traits. Two ways to construct the connotation and traits of ecological learning are stated in this article ： the first is to describe the features of college students＇ learning behaviors by means of grounded researches ; the second is to reinterprete ecology - oriented learning theories. Based on the grounded research on features of college students＇ behaviors, it constructs four levels of connotation, such as cognitive subjects, ecological individuals, ecological communities and ecological environments in the article, and six traits are deeribed, including subjectivity, dynamics, sociality, situationality, practicality and enjoyment.

关 键 词：生态化学习 大学生 扎根研究 学习理论 

分 类 号：G642[文化科学—高等教育学]