成人学生在线自主学习能力培养的教学支架有效性研究  

A Study on the Effectiveness of Scaffolding to Promote the Adult Students’Online Self-regulated Learning Abilities

作　　者：李梅 王俊颖[2] 邓国民 Li Mei;Wang Junying;Deng Guomin(School of Humanities and Education,Beijing Open University,Beijing 100081,China;Educational Administration Office,Beijing Open University,Beijing 100081,China;College of Education Science,Guiyang University,Guiyang 550005,China)

机构地区：[1]北京开放大学人文与教育学院,北京100081 [2]北京开放大学教务处,北京100081 [3]贵阳学院教育科学学院,贵州贵阳550005

出　　处：《继续教育研究》2024年第6期95-100,共6页Continuing Education Research

基　　金：北京市教育科学“十三五”规划2020年度一般课题“促进成人学生自主学习能力发展的在线课程教学策略研究”(编号:CDDB2020138)。

摘　　要：自主学习能力既是成人学生在线学习效果的重要保障,也是学生终身学习所需具备的能力。将在线教学设计和实施两个阶段的三种教学支架策略分别应用于四门成人在线课程教学实践中,通过分析学生自主学习能力和在线学习行为检验策略的有效性。研究发现:教学设计中的结构化支架有助于促进成人学生自主学习能力的提升;学习过程中问题化支架有助于学生反思、评价等学习行为发生;交互支架所带来的及时师生互动和情感交流有助于提升学习的黏度,促进学生向教师寻求帮助。对成人高校在线课程的教学设计和教学指导具有一定的借鉴意义。Self-regulated learning abilities are important for the online learning effect and lifelong learning of adult students.This study applies three scaffolding strategies to four adult online courses,and tests the effectiveness of the scaffolding strategies by analyzing students’online self-regulated learning abilities and online learning behaviors.It is found that the structured scaffolding in instructional design contributes to the improvement of adult students’self-regulated learning abilities.Problem-based scaffolding during the learning process facilitates students’behavior of reflecting,and evaluating in learning.Timely teacher-student interaction and emotional communication supported by interactive scaffolding strengthens the stickiness to learning and inspires students to seek help from teachers.The findings of this study have certain significance for instructional design and guidance of online courses in adult education.

关 键 词：自主学习能力 在线教学支架 成人学生 有效性检验 

分 类 号：G728[文化科学—成人教育学]