摘要
学生持有什么样的学习观,会对学习过程中的主动加工、意义建构以及自我调控产生重要影响。根据学习观的理论研究,将学习观划分为知识、学习者、学习人际三个因素,对北京市3个区9所学校617名教师对学生进行学习观指导的现状进行调查,调查结果表明:(1)教师认为学习观对认知方式的影响要显著低于对学习成绩、自我管理、努力与坚持的影响;(2)教师在知识与学习人际上的指导要显著少于在学习者因素上的指导;(3)在对学习观重要性的认识以及学习观的具体指导行为上,不同的教师群体之间存在显著差异。针对教师对学生进行学习观指导的现状提出:要扩展教师对学生学习观在学习过程中的指导作用,调整其指导行为,依据需求和特点对教师进行培训。
The view of learning students hold can exert important influence on their active processing, meaning construction and self-regulation in the process of learning. According to relevant theoretical research, the view of learning is divided into three factors ： knowledge, learner and studying interpersonal relations. Findings of research done on the current situation of the guidance of 617 teachers from nine schools of Beijing ’ s three districts on students ’ view of learning show that teachers believe the view of learning exerts far less influence on the cognitive style than on the academic performance, self-management, efforts and persistence; that teachers provide far less guidance on knowledge and studying interpersonal relations than on the learner factor; and that there are significant differences between different groups of teachers in their under-standing of the importance of the view of learning and their guidance on students, view of learning. In view of the current situation of teachers ’ guidance on students ’ view of learning, it is proposed that teachers play a greater role in guiding students ’ view of learning in the learning process , adjust the content of their guiding, and receive training according to their needs and characteristics.
作者
吕红梅
LYV Hong-mei(Faculty of Education Management and Educational Psychology,Beijing Institute of Education,Beijing 100120,China)
出处
《教师发展研究》
2018年第3期74-80,共7页
Teacher Development Research
基金
北京教育学院重大科研课题"中小学生发展指导体系的构建研究"(JYZD201504)
关键词
北京市
中小学教师
学习观
个体认识论
学习观指导
Beijing
primary and secondary school teacher
view of learning
individual epistemology
guidance on the view of learning
