不同生源高职生认知学习与教学能效的探讨  

On Learning Cognition and Teaching Efficiency of Higher Vocational College Students

作　　者：李洁[1] LI Jie(Guangdong Industry Polytechnic, Guangzhou 510300, China)

机构地区：[1]广东轻工职业技术学院,广东广州510300

出　　处：《高等职业教育探索》2017年第6期39-46,共8页Higher Vocational Education Exploration

基　　金：2015年广东轻工职业技术学院教育教改项目"基于不同生源特征的人才培养方案调整与优化探索"(JG201527)

摘　　要：高职院校的人才培养方案大多以"普高生"为对象进行设计,教学模式单一,没有充分考虑不同生源高职生学习的实际需要,产生如课程设置重复、教学制度僵化、教学内容老化、培养目标错位等问题,导致教学效能较低。研究基于认知主义学习理论,采用分层随机抽样的结构化问卷调查法,以广东轻工职业技术学院的统招生、专升本生、单招生、中高衔接生等四类生源高职生作为受访对象展开问卷调查,在取得的1417份横断面数据样本中开展讨论分析,评估不同生源高职生的认知学习与教学能效的现状。调查发现不同生源高职生总体上学习是积极向上的,在认知学习上存在着显著的差异性,影响不同生源高职生认知学习的主要因素集中表现在学习情绪体验与压力负担上,而现行的教学难以适应不同生源。研究认为,在多元化的招生模式下,人才培养方案的制定应注重考虑生源的差异性,以形成阶梯式的人才培养目标和组合式的课程体系。Most of the talent training programs in higher vocational colleges are based on the design of“general high school students”.The teaching mode is invariable,and the actual needs of students with different origins are not fully taken into consideration.These result in teaching inefficiency.Based on the theory of cognitive learning,this thesis used stratified random sampling structured questionnaire,as a subject Participants were surveyed and analyzed in1417cross-sectional data samples to assess the status of cognitive learning and teaching efficiency of students from different students in Guangdong Industry Polytechnic.The survey found that students with different origins had overall positive learning,and there were significantly different in cognitive learning.The main factors influencing cognitive learning among students with different origins were concentrated in learning emotional experiences and stress.The current teaching is difficult to adapt to different students.The study suggests that under the diversified enrollment mode,the formulation of talent raining programs should pay attention to the differences of students,so as to form the goal of step-by-step personnel training objective and the combination of curriculum system.

关 键 词：高职生源 认知学习 教学能效 

分 类 号：G715[文化科学—职业技术教育学]