情境、互动与转化:大陆高校台生的学习投入研究  

Situation,Interaction and Transformation:A Study on Learning Engagement of Taiwan Students in the Colleges of Chinese Mainland

作　　者：张宝蓉[1] 陈泽光 何晓繁 柳小琴 Zhang Baorong;Chen Zeguang;He Xiaofan;Liu Xiaoqin

机构地区：[1]厦门大学台湾研究院

出　　处：《台湾研究》2022年第4期48-57,共10页Taiwan Studies

基　　金：2018年教育部人文社会科学研究一般项目“两岸青年交流中的群际接触与融合发展问题研究”(项目批准号:18YJAGAT003)阶段性成果。

摘　　要：学习投入包括情感、认知和行为投入。台生的学习情感投入和认知投入具有阶段性和个体性差异。随着时间的推移,多数台生的情感和认知投入朝着积极、正向的方向发展。在先决经验、个体特征与自我驱动、学习情境、社会支持等因素影响下,台生个体的学习投入行为呈现出从被动投入向主动投入的趋势发展。其中,学习情境、个体兴趣、成长期待和自我调适是影响台生学习投入行为转化的最主要因素。渐进式融入是台生适应大陆社会文化和学校教育的基本路径。在经历差异冲突、自主调适和主动融入三个阶段之后,台生的学习适应从形式走向实质。研究吁求,大陆高校及教师应尽量为台生提供促进其学习投入正向转化的各类支持性条件和活动,持续提升台生的主动性学习投入和教育文化融入水平。Learning engagement includes emotional,cognitive and behavioral engagements.Emotional and cognitive engagements of Taiwan students differ by individuals and different studying periods.As time goes by,most of the Taiwan students develop positive emotional and cognitive engagements.Under the influences of prior experiences,individual characteristics and self-motivation,learning contexts,social support and so on,learning engagement of individual Taiwan student features the development from passive engagement to active engagement.Learning contexts,personal interests,achievement expectation and self-adjustment play the vital role regarding learning engagement transformation of the Taiwan students.Gradual integration is found to be the basic approach that the Taiwan students have to get used to social cultures and schooling in the Chinese Mainland.After experiencing conflicts caused by differences,self-adjustment and active blendingin,learning adaptation of the Taiwan students transfer from formality to actual behaviours.It is suggested that staff,faculties and higher education institutes in the Chinese Mainland should provide all sorts of supports for Taiwan students in order to enhance their active learning engagement and improve the degree of integration into educational and cultural contexts in the Chinese Mainland.

关 键 词：大陆高校台生 学习投入 学习情境 转化 

分 类 号：G526.5[文化科学—教育学]