职业学校学生学习情感因素研究综述:理论分析视角  

A Comprehensive Review of Research on Affective Factors in Learning among Vocational School Students: Theoretical Analysis Perspective

作　　者：刘绘绘 

机构地区：[1]浙江工业大学教育学院,浙江 杭州

出　　处：《职业教育发展》2025年第1期146-150,共5页College and Job

摘　　要：本文综述了职业学校学生学习情感因素的研究现状,从理论分析的视角出发,探讨了学习情感因素对职业学校学生学业成就的影响。文章首先界定了学习情感因素的概念和维度,然后分析了不同学者对学习情感因素的三个主要研究方向:计算机视觉与教育研究的交叉融合、课堂教学三维学习目标中学习情感的研究、以及学生对所学知识态度和体验的学习情感研究。文章强调了情感教育在职业教育中的重要性,综合国内外研究,指出了职业学校学生学习情感因素研究的共同特点,并提出了相应的教育实践建议。本文旨在为职业学校教育管理实践提供理论指导和实践建议,以促进学生的全面发展。This paper provides a comprehensive review of current research on affective factors influencing learning among vocational school students, analyzing their impact on academic achievement through a theoretical lens. The paper first defines the concept and dimensions of affective factors in learning, then explores three key research directions identified by scholars: the integration of computer vision in educational research, the role of affective factors within the framework of three-dimensional learning objectives in classroom instruction, and students’ attitudes and experiences towards the knowledge they acquire. Emphasizing the importance of effective education in vocational training, this review synthesizes findings from both domestic and international studies, identifies common characteristics in research on vocational students’ affective learning factors, and proposes relevant educational practice recommendations. The goal of this paper is to provide theoretical insights and practical guidance for educational management in vocational schools, ultimately promoting the holistic development of students.

关 键 词：职业学校 学生 学习情感因素 

分 类 号：G63[文化科学—教育学]