认知激活教学策略对初中生语文学习策略的影响:学习价值观的中介效应  

The Influence of Cognitive Activation Teaching Strategies on Junior Middle School Students'Chinese Learning Strategies:the Mediating Effect of Learning Values

作　　者：王玲 李文烨 谢淑海 WANG Ling;LI Wenye;XIE Shuhai

机构地区：[1]南京大学教育研究院,南京210023 [2]伊犁师范大学教育科学学院

出　　处：《教育测量与评价》2024年第1期71-82,共12页Educational Measurement and Evaluation

基　　金：伊犁师范大学“一带一路”发展研究院开放课题一般项目成果(YDYL2022YB009);新疆维吾尔自治区普通高等学校教学改革研究项目(XJGXPTJG-202255)的阶段成果。

摘　　要：依据班杜拉社会认知理论的“三元交互模型”,考察认知激活教学策略与初中生语文学习策略的关系,以及语文学习价值观在两者之间的中介作用。结果发现:认知激活教学策略可以显著正向提升学生的学习策略和学习价值观,学习价值观可以显著正向提高学生的学习策略,学习价值观在认知激活教学策略和学习策略之间发挥中介作用。因此,建议以研助教,提升教师认知激活教学能力;以情促学,利用认知激活教学策略生发学生的情绪动力;以文化人,通过学习价值观的培养,促进语文终身学习。Based on the“triadic innteraction model”of Bandura's social cognition theory,this paper examines the relationship between cognitive activation teaching strategies and students'Chinese learning strategies,and the mediating role of Chinese learning values between them.The results show that cognitive activation teaching strategies can significantly promote the improvement of learning strategies and learning values;learning values can significantly promote the improvement of learning strategies and play a mediating role between cognitive activation teaching strategies and learning strategies.It is suggested that we should assist teaching with research,and improve teachers'cognitive activation teaching ability;promote learning with emotion,and use cognitive activation teaching strategies to generate students'emotional motivation;educate people with culture and promote lifelong Chinese learning through the cultivation of learning values.

关 键 词：初中生 语文学习 认知激活教学策略 学习策略 学习价值观 

分 类 号：G632[文化科学—教育学]