当前我国大学生学习意义感的偏离与校正  

Deviation and Correction in College Students Sense of Meaning in Learning

作　　者：钟惠珍[1] 叶信治[1] ZHONG Hui-zhen;YE Xin-zhi(College of Education,Fujian Normal University,Fuzhou 350007,China)

机构地区：[1]福建师范大学教育学院,福建福州350007

出　　处：《集美大学学报（教育科学版）》2024年第1期65-73,共9页Journal of Jimei University：Education Science Edition

基　　金：福建省教育科学规划2022年重点项目“大中小学协同培养创新人才的机制研究”(FJGHZD22-04)。

摘　　要：学习意义感是大学生在学习中建构的意义系统,包括理解并认同自我作为学习主体的力量和价值,追求对自身学习意义的内容诠释,并体验到学习有用、有价值、值得付出努力等积极情感。学习意义感作为一种指引大学生成长成人的内在精神性力量,具有主体性、异质性、生命性以及整体性四大属性,但现实中存在主体性离场、内容同质性、价值工具化、体悟片面性等偏离现象。因此,大学需要以重成人的教育使命、高质量的教育活动、支持性的人际互动、教育性的学校文化实现大学生学习意义感的校正。The sense of meaning in learning is a meaning system constructed by college students,which includes cognitive,motivational and affective components,refers that students understand and recognize the strength and value of self as the subject of learning,and pursue the interpretation of the meaning of one s own learning.and the students experience the learning as one which is useful,valuable,worthwhile and other positive emotions.As an internal spiritual power that guides college students to become a good person,the sense of meaning in learning has four major attributes:subjectivity,heterogeneity,vitality and wholeness.However,in reality,there are deviations such as subjective departure,content homogeneity,value instrumentation,and one-sidedness of embodiment.Therefore,universities need to realize the correction of college students sense of meaning in learning with an educational mission that cultivating people,high-quality educational activities,supportive interpersonal interaction,and an educational school culture.

关 键 词：大学生 学习意义感 偏离 校正 

分 类 号：G459[文化科学—教育学]