认知差异与互动协调:地方本科院校大学生学习的困境与超越研究
|
摘要
研究基于终身学习理念,将S大学作为地方本科院校的代表,深度访谈了S大学的学生、教师和管理者三类群体关于"大学期间为什么学、学什么以及怎么学"的看法,并使用NVivo10.0辅助编码分析。研究结果发现:地方本科院校中的大学生学习存在"学习目的多元但功利、学习内容系统但固化、学习行为可控但被动"的困境。教师、学生和管理者三方对大学生学习的认知理解、内容分析和行为解读兼具群体间与群体内的差异;三类群体对"教与学"的显性实践和隐性文化的认知体现出一种"无奈"。此背景下欲有效促进地方本科院校大学生的学习与发展,提高本科教育的水平与人才培养的质量,必须统筹校内三方群体的力量,真正从学生合理需求的视角反思和改进本科教育。
With in-depth interviews, this study analyzes the views of three groups——students, teachers and administrators on "why to learn in college", "what should be learned in college" and "how to learn in college" in S university to explore the characteristics of contemporary student learning orientation, learning content and learning behavior in local higher education institutions based on the idea of lifelong learning. The results show that the learning orientations for undergraduates in local universities are multiple but utilitarian; learning contents are systematic but unchangeable; learning behaviors are controllable but inactive. And the three main groups' understandings of "learning orientation, content, and behavior" are different in both intra-groups and inter-groups. They think the explicit practices of teaching and learning are conflicted with the implicit culture. Therefore, it is necessary to make use of resources inside and outside of university and rethink undergraduate education based on students' needs and perspectives to effectively promote college student learning and development, to improve the quality of talent cultivation in local higher education institutions.
With in-depth interviews, this study analyzes the views of three groups——students, teachers and administrators on "why to learn in college", "what should be learned in college" and "how to learn in college" in S university to explore the characteristics of contemporary student learning orientation, learning content and learning behavior in local higher education institutions based on the idea of lifelong learning. The results show that the learning orientations for undergraduates in local universities are multiple but utilitarian; learning contents are systematic but unchangeable; learning behaviors are controllable but inactive. And the three main groups' understandings of "learning orientation, content, and behavior" are different in both intra-groups and inter-groups. They think the explicit practices of teaching and learning are conflicted with the implicit culture. Therefore, it is necessary to make use of resources inside and outside of university and rethink undergraduate education based on students' needs and perspectives to effectively promote college student learning and development, to improve the quality of talent cultivation in local higher education institutions.
引文
[1](美)约翰·D·布兰思特,等. 人是如何学习的——大脑、心理、经验及学校[M]. 程可拉,等译. 上海: 华东师范大学出版社, 2013:1.
[2]史秋衡, 矫怡程. 不同类型高校本科生源质量的实证研究——基于 “国家大学生学习情况调查” 的数据分析[J]. 复旦教育论坛, 2014(1): 18-23.
[3]张华峰, 赵琳, 郭菲. 第一代大学生的学习画像——基于 “中国大学生学习发展和追踪调查” 的分析[J]. 清华大学教育研究, 2016(6): 72-78.
[4]鲍威. 扩招后中国高校学生的学习行为特征分析[J]. 清华大学教育研究, 2009(1): 78-87.
[5]杜友坚, 陈云奔, 孟美婷. 地方高校大学生学习心理状况调查研究[J]. 教育学术月刊, 2014(6) : 76-80.
[6]侯莞娇, 石舒萌, 张建波. 地方高校大学生学习动力不足的原因及对策研究[J]. 教育与职业, 2010(26): 64-66.
[7]付选刚. 地方性院校学生学习积极性的心理分析与教育[J]. 教育探索, 2007(4): 100-101.
[8][10][16][18](英)诺曼·朗沃思. 终身学习在行动: 21世纪的教育变革[M]. 沈若慧,等译. 北京: 中国人民大学出版社, 2006:123-124,53-63,24-25,82.
[9]D Wolf, J Bixby, J Glenn, et al. Chapter 2: To Use Their Minds Well: Investigating New Forms of Student Assessment[J]. Review of research in education 1991(1):31-74.
[11]N J. Entwistle,E R. Peterson Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behavior and Influences of Learning Environments[J]. International Journal of Educational Research 2004(6):407-428.
[12]刘健. 地方高校大学生学习动机现状与对策——以广东为例[J]. 高教探索,2007(3): 120-123.
[13][19][29](美)德雷克·博克. 回归大学之道[M]. 侯定凯,等译. 上海: 华东师范大学出版社, 2008:21,35-48,9.
[14]L Menand. The Marketplace of Ideas:Reform and Resistance in the American University[M]. New York: W.W. Norton & Company, 2010:19.
[15](美)约瑟夫·D·诺瓦克. 学习、创造与使用知识概念图促使企业和学校的学习变革[M]. 赵国庆,等译. 北京: 人民邮电出版社, 2016:4.
[17][25]谢维和. 教育活动的社会学分析[M]. 北京: 教育科学出版社, 2007:247,106.
[20]E T. Pascarella, et al.Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link?[J].The Journal of Higher Education, 2006(2):251-285.
[21]郭黎岩. 心理学[M]. 南京: 南京师范大学, 2002:525.
[22](美)哈瑞·刘易斯. 失去灵魂的卓越[M]. 侯定凯,等译. 上海: 华东师范大学出版社, 2014:121.
[23](英)安东尼·史密斯, 弗兰克·韦伯斯特. 后现代大学来临[M]. 侯定凯,赵叶珠,译. 北京: 北京大学出版社, 2014:173- 175.
[24](美)詹姆斯·杜德斯达, 弗瑞斯·沃马克. 美国公立大学的未来[M]. 刘济良,译. 北京: 北京大学出版社, 2008:173.
[26]林小英, 宋鑫. 促进大学教师的“卓越教学”: 从行为主义走向反思性认可[J]. 北京大学教育评论, 2014(2): 47-72.
[27](美)唐·泰普斯科特. 数字化成长[M].云帆,译. 北京: 中国人民大学出版社, 2009: 112.
[28]Tinto, Vincent. Leaving College: Rethinking the Causes and Cures of Student Attrition [M].Chicago: From University of Chicago Press, 1987.
[30]王富伟. 质性研究的推论策略: 概括与推广[J]. 北京大学教育评论, 2015,13(1): 40-55.
[2]史秋衡, 矫怡程. 不同类型高校本科生源质量的实证研究——基于 “国家大学生学习情况调查” 的数据分析[J]. 复旦教育论坛, 2014(1): 18-23.
[3]张华峰, 赵琳, 郭菲. 第一代大学生的学习画像——基于 “中国大学生学习发展和追踪调查” 的分析[J]. 清华大学教育研究, 2016(6): 72-78.
[4]鲍威. 扩招后中国高校学生的学习行为特征分析[J]. 清华大学教育研究, 2009(1): 78-87.
[5]杜友坚, 陈云奔, 孟美婷. 地方高校大学生学习心理状况调查研究[J]. 教育学术月刊, 2014(6) : 76-80.
[6]侯莞娇, 石舒萌, 张建波. 地方高校大学生学习动力不足的原因及对策研究[J]. 教育与职业, 2010(26): 64-66.
[7]付选刚. 地方性院校学生学习积极性的心理分析与教育[J]. 教育探索, 2007(4): 100-101.
[8][10][16][18](英)诺曼·朗沃思. 终身学习在行动: 21世纪的教育变革[M]. 沈若慧,等译. 北京: 中国人民大学出版社, 2006:123-124,53-63,24-25,82.
[9]D Wolf, J Bixby, J Glenn, et al. Chapter 2: To Use Their Minds Well: Investigating New Forms of Student Assessment[J]. Review of research in education 1991(1):31-74.
[11]N J. Entwistle,E R. Peterson Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behavior and Influences of Learning Environments[J]. International Journal of Educational Research 2004(6):407-428.
[12]刘健. 地方高校大学生学习动机现状与对策——以广东为例[J]. 高教探索,2007(3): 120-123.
[13][19][29](美)德雷克·博克. 回归大学之道[M]. 侯定凯,等译. 上海: 华东师范大学出版社, 2008:21,35-48,9.
[14]L Menand. The Marketplace of Ideas:Reform and Resistance in the American University[M]. New York: W.W. Norton & Company, 2010:19.
[15](美)约瑟夫·D·诺瓦克. 学习、创造与使用知识概念图促使企业和学校的学习变革[M]. 赵国庆,等译. 北京: 人民邮电出版社, 2016:4.
[17][25]谢维和. 教育活动的社会学分析[M]. 北京: 教育科学出版社, 2007:247,106.
[20]E T. Pascarella, et al.Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link?[J].The Journal of Higher Education, 2006(2):251-285.
[21]郭黎岩. 心理学[M]. 南京: 南京师范大学, 2002:525.
[22](美)哈瑞·刘易斯. 失去灵魂的卓越[M]. 侯定凯,等译. 上海: 华东师范大学出版社, 2014:121.
[23](英)安东尼·史密斯, 弗兰克·韦伯斯特. 后现代大学来临[M]. 侯定凯,赵叶珠,译. 北京: 北京大学出版社, 2014:173- 175.
[24](美)詹姆斯·杜德斯达, 弗瑞斯·沃马克. 美国公立大学的未来[M]. 刘济良,译. 北京: 北京大学出版社, 2008:173.
[26]林小英, 宋鑫. 促进大学教师的“卓越教学”: 从行为主义走向反思性认可[J]. 北京大学教育评论, 2014(2): 47-72.
[27](美)唐·泰普斯科特. 数字化成长[M].云帆,译. 北京: 中国人民大学出版社, 2009: 112.
[28]Tinto, Vincent. Leaving College: Rethinking the Causes and Cures of Student Attrition [M].Chicago: From University of Chicago Press, 1987.
[30]王富伟. 质性研究的推论策略: 概括与推广[J]. 北京大学教育评论, 2015,13(1): 40-55.