自主·合作·探究:学生学习方式的转变  

Self-regulated Learning,Cooperative Learning and Inquiry Learning:Transformation of Student Learning Styles

作　　者：张亚星[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《华东师范大学学报（教育科学版）》2018年第1期22-28,共7页Journal of East China Normal University:Educational Sciences

基　　金：国家社会科学发展基金"十二五"规划教育学重点课题"以科学发展为主题转变教育发展方式研究"(AFA110001);首都教育发展协同创新中心2014年度一般课题"北京市中小学校本教研的改进策略研究"(CEDTE201402)

摘　　要：自主、合作与探究学习是新课改倡导的学习方式和我国学习方式转变的方向。为了研究中小学生学习方式转变的现状及其影响因素,笔者对分层抽取的440名教师和14 406名学生进行了问卷调查,结果发现:中小学生的学习方式在一定程度上发生了转变,但自主学习与探究学习有所欠缺;女生、低年级和城市学生的学习方式转变相对较好;教师获得的教学支持、教学自主权和教学方式对学习方式转变具有显著的正向影响,而对以成绩为导向的教学能力却产生显著的负向影响;学生的母亲学历、同伴关系、师生关系、内在学习动机等对学习方式转变具有显著的正向影响,学业压力越大越不利于学习方式的转变。因此,应促进教师专业发展,增强教育管理的民主性,提高学习活动的针对性,建立良好的学习环境。Self-regulated learning,cooperative learning and inquiry learning are highlighted in the new curriculum reform as the direction of learning styletransformation in China. This study,based on a stratified survey of sampled 440 teachers and 14,406 students,attempted to investigate the status quo and influential factors of learning style transformation in primary and secondary schools. The findings show that,despite the changed learning styles,self-regulated learning and inquiry learning still need to be improved. The transformation of learning styles among girls,lower-graders and urban students are relatively better. In addition,obtained teaching support,teaching autonomy and teaching styles have significant positive effects on learning style transformation,while examination oriented teaching ability has a significant negative effect. Also,mother's education,peer relationship,teacher-student relationship and learning motivation have significant positive impact on learning style transformation. However,higher academic pressure is not conducive to the transformation of learning styles. Therefore,it is necessary to promote teacher professional development,enhance democracy in educational management,improve the relevance of learning activities,and establish a good learning environment.

关 键 词：学习方式转变 自主学习 合作学习 探究学习 

分 类 号：G632.4[文化科学—教育学]