摘要
共同管理研究是当今国外教育领域中的热门话题。目前我国的共同管理研究仍处于吸纳国外有关研究的阶段,主要集中于对国外研究模型和框架的介绍与解读,缺乏具体的实证分析。通过对16位高校大学生的深度访谈,依据扎根理论进行质化分析,提炼出了认知因素、文化因素、个体因素三个影响大学生共同管理能力的核心类属,并构建了影响大学生共同管理能力的分析框架。通过框架分析,指出大学本科的线上课程互动教学和“金课”建设应该构建教师—学生双主体交互协同机制、打造“组长轮流制”和“双重合作制”的小组合作活动新形式、构筑学校制度完善和资源分配的科学体制。
Co-regulation research is a hot topic in the field of education abroad.At present,China′s co-regulation research is still in the stage of absorbing foreign research,mainly focusing on the introduction and interpretation of foreign research models and frameworks,lacking of specific empirical analysis.Through in-depth interviews with 16 college students and qualitative analysis based on grounded theory,three core categories of cognitive factors,cultural factors and individual factors affecting college students′co-regulation ability are extracted,and the analysis framework of influencing college students′co-regulation ability is constructed.Through the framework analysis,this paper points out that the interactive teaching of online courses and the construction of"golden course"for undergraduates should build the interaction and cooperation mechanism between teachers and students,create a new form of group cooperation activities of"team leader rotation system"and"double cooperation system",and build a scientific system of school system improvement and resource allocation.
作者
刘新玲
孟令奇
李伟
LIU Xin-ling;MENG Ling-qi;LI Wei(College of Education,Qufu Normal University,Qufu,Shandong 273165,China)
出处
《教学研究》
2022年第5期42-49,共8页
Research in Teaching
基金
2021年度山东省社会科学规划青年研究项目(21DJYJ08)。
关键词
大学生
共同管理能力
线上课程互动
“金课”
college students
co-regulation ability
online course interaction
"golden course"
