摘要
基于情境学习理论、“从做中学”教学论以及基本心理需要理论,以1113名中小学生为研究对象,探索中小学生研学旅行的学习收获及影响因素。结果表明中小学生研学旅行后的学习收获整体呈中上水平,影响学习收获的因素包括研学教师、教学活动以及教学环境,内在动机在自变量对学习收获的影响过程中起部分中介作用。基于上述结果,首先,研学旅行提供者需优化研学教师的选拔培养模式,同时研学教师应主动提高个人教学水平;其次,研学旅行设计者需重点关注参与者年龄以及活动时长,通过结合校内知识、拓宽学科领域等方式提升活动整体质量;最后,中小学与教育行政部门需合作建立起合理的研学旅行评价考核标准,并将该标准纳入学生综合考评体系。
Based on the situational learning theory,“learning by doing”pedagogy and basic psychological needs theory, 1,113 elementary and middle school students were studied to explore the learning outcomes and influencing factors of study tours. The results showed that the overall learning outcomes were at the upper-middle level,and the factors affecting learning outcomes included study tour teachers, teaching activities, and teaching environment. Besides, intrinsic motivation played a partial mediating role in the influence of independent variables on learning outcomes. Conclusions were drawn on the basis of these results. Firstly, study tour providers need to optimize the selection and training mode of study tour teachers, while teachers should take the initiative to improve their teaching abilities;secondly, study tour designers need to closely focus on the age of participants as well as the length of the tour, and improve the overall quality of the activity by combining school knowledge and broadening subject areas;finally, primary and secondary schools and educational administration departments need to cooperate to establish reasonable evaluation and assessment standards for study tours, and incorporate the standards into the comprehensive assessment system for students.
作者
陈恬昊
叶映华
Chen Tianhao;Ye Yinghua
出处
《教育学术月刊》
CSSCI
北大核心
2022年第4期73-80,共8页
Education Research Monthly
基金
2019年度浙江省哲学社会科学新兴(交叉)学科重大扶持项目“面向学生批判性思维提升的心理—技术—课程的交叉协同研究”(编号:19XXJC03ZD)。
关键词
研学旅行
学习收获
中小学生
影响因素
study tour
learning outcome
primary and secondary school students
influencing factors
