校外教学点成人学习空间的组织影响因素研究--基于成都地区系统性实践的文本访谈  

Research on Organizational Factors Influencing Adult Learning Spaces at Off-Campus Learning Sites--Text Interviews from Systematic Practice in the Chengdu Region

作　　者：何婧 冯静 李春雪 HE Jing;FENG Jing;LI Chunxue(Learning Center Management Department,Sichuan Open University,Chengdu,Sichuan 610073;Academic Affairs Department,Chengdu Open University,Chengdu,Sichuan 610073)

机构地区：[1]四川开放大学学习中心管理处,四川成都610073 [2]成都开放大学教务处,四川成都610073

出　　处：《湖北开放大学学报》2024年第5期23-27,共5页Journal of Hubei Open University

基　　金：四川省教育信息技术科研课题“多校区联动的新型成人教育学习空间构建及实践研究”(kt20210924475d013)。

摘　　要：基于参与成都地区开放大学校外教学点系统性学习空间教学活动的9位学生访谈资料,应用扎根理论研究方法探究了校外教学点成人学习空间组织的影响因素及其作用机理,提炼出教学组织、学习环境与设施、学习支持服务、持续反馈建议4个主范畴,并从分层实施角度将其与主办高校学习空间建设PST模型要素进行对应。研究表明:制定综合性学习空间建设标准、完善学习空间支持与学生服务体系、提升校外教学点教学组织能力和创新性、建立持续反馈建议机制是校外教学点提升成人学习空间组织工作的重要举措。Based on interview data from nine students who participated in systematic learning space teaching activities at off-campus learning sites in Chengdu,this study employs grounded theory research methods to explore the influencing factors and mechanisms of organizing adult learning space activities.Four main categories were identified:teaching organization,learning environment and facilities,learning support services,and continuous feedback and suggestions.These categories were aligned with the elements of the PST model regarding the construction of learning spaces at the host university from a hierarchical implementation perspective.The research findings indicate that developing comprehensive standards for learning space construction,enhancing support and student service systems,improving the organizational capacity and innovation of off-campus learning sites,and establishing a mechanism for continuous feedback and suggestions are crucial measures for off-campus learning centers to enhance their organizational effectiveness in learning space management.

关 键 词：成人教育 学习空间 影响因素 扎根理论 PST模型 

分 类 号：G724.82[文化科学—成人教育学]