学业过渡期大学生认识论信念特征的实证研究  

An Empirical Study on Freshmen’s Beliefs in Epistemology

作　　者：茆东莲[1] MAO Dong-lian(School of Foreign Studies,Anhui University,Hefei 230039,China)

机构地区：[1]安徽大学外语学院,安徽合肥230039

出　　处：《宁波大学学报（教育科学版）》2022年第3期114-123,共10页Journal of Ningbo University(Educational Science Edition)

基　　金：安徽省教育厅上海外语教育出版社外语类委托项目“学习文化视域下的大学英语合作学习研究”(SK2017A1041)。

摘　　要：结合学习文化概念和个人认识论理论,就有意义的学习经历以及对大学英语课堂的期待,对刚入学大一新生进行开放式问卷调查。数据的质性内容分析结果显示,处于学业过渡期的大学生认识论信念表现出以下四个特征:情境化的改变、既幼稚又成熟的双重表现、明显的改变意愿、强烈的情感需求。这些认识论信念特征一方面反映了大学新生根深蒂固的中国文化价值观,另一方面凸显了他们在学业过渡阶段出现的信念动摇。这些研究发现将有助于教师深入了解学生认识论信念,及时提供学业和情感支持,合理调整教学,促进他们认识论的正向发展。This study conducted an open questionnaire survey of the first-year college students on the conceptions of meaningful learning experiences and the expectations for college English class from the perspective of the concept of learning culture and personal epistemological theory. The results of its qualitative analysis of the data revealed that freshmen during the transition from secondary school to university manifest such epistemological beliefs as changes in contexts, coexistence of naivety and sophistication, salient desire for change, and strong affective need. This suggested that college newcomers’ epistemological beliefs not only reflects deep-rooted Chinese cultural values, but also highlights their epistemological doubt during the transitional phase. These findings can help teachers gain an insight into students’ epistemological beliefs,provide timely emotional support, and, accordingly, adjust teaching methods and contents to boost students’ epistemological development.

关 键 词：学业过渡期 大学新生 认识论信念 学习文化 质性内容分析 

分 类 号：B844[哲学宗教—发展与教育心理学]