混合式教学背景下师范生自主学习的培养策略  

Teaching Facilitation Strategies for Teacher Education Students’Independent Learning

作　　者：程丽 CHENG Li(School of Educational Sciences,Hubei University of Education,Wuhan 430205,China)

机构地区：[1]湖北第二师范学院教育科学学院,武汉430205

出　　处：《湖北第二师范学院学报》2024年第11期75-79,共5页Journal of Hubei University of Education

基　　金：2019年度湖北第二师范学院校级教学研究项目“小组合作学习模式研究与实践——以学前教育专业课程为例”(X2019016);2021年度湖北教师教育研究中心开放课题“网络学习共同体对农村幼儿教师专业发展的影响机制研究”(jsjy202101)。

摘　　要：师范生作为未来教育的主力军和预备者,其自主学习能力在高等教育混合式教学模式日益普及的背景下更显重要。自主学习作为一种自我导向性的学习,具有学习动机自我驱动、学习策略自主调节、学习过程自我监控、学习结果自我反馈等特征。当前师范生存在自主学习动机性信念不足、学习策略有限、缺乏自我计划和控制的能力等问题。为提升师范生自主学习能力,需尊重学生学习的主体性,激发学生学习动机,丰富学生学习策略,构建自主学习的支持性环境。As the main force and preparer of future education,the independent learning ability of teacher education is more important in the context of the increasing popularity of blended teaching mode in higher education.As a kind of self-directed learning,self-directed learning is characterized by self-driven motivation,self-adjustment of learning strategies,self-monitoring of the learning process,and self-feedback of learning results.Currently,preschool education teacher education students have problems such as insufficient motivational belief in self-directed learning,limited learning strategies,and lack of self-planning and control ability.In order to improve the independent learning ability of teacher education students,it is necessary to respect the subjectivity of students’learning,stimulate students'learning motivation,enrich students'learning strategies,and build a supportive environment for independent learning.

关 键 词：师范生 自主学习能力 培养策略 

分 类 号：G642.0[文化科学—高等教育学]