大学生迁移学习认知现状调查研究——以《西方经济学》课程为例  

Research on Cognitive Current Situation of College Students’Transfer Learning——Taking The Course of Western Economics as an Example

作　　者：郑延福 ZHENG Yan-fu(School of Economics and Management,Hexi University,Zhangye Gansu 734000,China)

机构地区：[1]河西学院经济管理学院,甘肃张掖734000

出　　处：《河北大学成人教育学院学报》2023年第4期85-91,共7页Journal of Adult Education College of Hebei University

基　　金：河西学院博士科研启动金项目“本科高校统计专业人才培养研究”(编号:1021059)。

摘　　要：迁移是一种学习对另一种学习的影响,在学习论领域居于重要地位。大学生迁移学习调查结果按不同的主题及层位大致分为内涵、类型、条件和作用四个方面。总体上可归结为三个特点,即学生视角宽广,涉猎迁移学习的众多领域;表述方式多样,学生个体对迁移学习同一话题的表述异彩纷呈;班级差异明显,两个班级学生群体对于迁移学习的关注点有别以及理解深度不一。大学生迁移学习的实现程度与理论知识的支撑力、课程知识的结构化、学生学习的深浅度和教师教学的示范性有关。Transfer is the influence of one kind of learning on another which occupies an important position in the field of learning theory.The survey results of college students’transfer learning can be roughly divided into four aspects include connotation,type,condition and function according to its themes and levels.Generally it can be attributed to three characteristics:firstly,students have a broad perspective and are involved in many fields of transfer learning;secondly,there are various ways of expression about the same topic of transfer learning for individual students;thirdly,differences are existed of two class followcd as focus and understanding to transfer learning obviously.The degree of realization of college students’transfer learning is related to four factorsincludethe support of theory,the structure of curriculum,the depth oflearning and the demonstration of teaching.

关 键 词：大学生 迁移学习 认知 

分 类 号：G640[文化科学—高等教育学]