大学生学习方式的“行动学习研究”:价值与路径
摘要
学习方式是学习者为完成学习任务,达成学习目标而持有的价值观及与之相应的行为方式的总称。学习方式适当与否,直接影响大学生的学习质量。然而,已有的研究存在"研究领域狭窄"、"实证研究主导"和"理论与实践分离"等弊端,难以满足大学生学习方式变革的需求。本世纪以来,行动学习研究逐步获得了研究和优化大学生学习方式的方法论适切性,其深入开展既有利于建构"机体主义"专业发展理念,又有助于塑造"自主变革"的专业发展方式,还能为网络化专业发展生态的形成提供助益。确立"机体主义"研究理念,创生多主体协作型研究方式,建构学习方式的扎根理论构成未来大学生学习方式研究的基本路径。
引文
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[47]安颖.大学生学习方式转变的学理性探究[J].黑龙江高教研究,2006(7):90-92.
[48]Dutoit S.H.J.,Wilkinson A.C.,Adam K..Role of Research in Occupational Therapy Clinical Practice:Applying Action Learning and Action Research in Pursuit of Evidence-based Practice[J].Australian Occupational Therapy Journal,2010(57):318–330.
[2]刘智运.必须重视大学教学方法的改革与创新[J].教学研究,2010,33(1):33-37.
[3][16]郭建鹏,杨凌燕,史秋衡.大学生课堂体验对学习方式影响的实证研究——基于多水平分析的结果[J].教育研究,2013(2):111-119.
[4]潘懋元.《学习风格与大学生自主学习》书评[J].西安交通大学学报(社会科学版),2004,24(4):95-96.
[5][46]LóPEZ B.G..Learning Styles and Approaches to Learning in Excellent and Average First-year University Students[J].Eur J Psychol Educ,2013(28):1361–1379.
[6]Marton F.,Sa¨LJo¨R.On Qualitative Differences in Learning-I:Outcome and Process[J].British Journal of Educational Psychology,1976,a(46):4-11.
[7]Wierstra R.F.A.,et al.The Impact of the University Context on European Students’Learning Approaches and Learning Environment Preferences[J].Higher Education,2003(45):503-523.
[8][11][18][21][37]Rodriguez L.,Cano F..The Epistemological Beliefs,Learning Approaches and Study Orchestrations of University Students[J].Studies in Higher Education,2006,31(5):617–636.
[9][10]Cano U.,Berbe N.A.B.G..University Students’Achievement Goals and Approaches to Learning in Mathematics[J].British Journal of Educational Psychology,2009(79):131–153.
[12]Berberoglu G..A Comparison of University Students’Approaches to Learning across Taiwan and Turkey[J].International Journal of Testing,2003,3(2):173-187.
[13][19][20][44]Heikkila¨A.,et al.Interrelations among University Students’Approaches to Learning,Regulation of Learning,and Cognitive and Attributional Strategies:A Person Oriented Approach[J].Higher Education,2011(61):513-529.
[14]凯西·卡麦兹.建构扎根理论:质性研究实践指南[M].边国英译.重庆:重庆大学出版社,2009.159.
[15]刘智运.创新人才的培养目标、培养模式和实施要点[J].中国大学教学,2011(1):12-15.
[17][22]Rodriguez L.,Cano F..The Learning Approaches and Epistemological Beliefs of University Students:A Cross-sectional and Longitudinal Study[J].Studies in Higher Education,2007,32(5):647–667.
[23]杨甲睿,黄甫全.证据型教学决策在美国:兴起、内涵、策略及其启示[J].电化教育研究,2013,34(4):107-113.
[24][40]Zuber-Skerritt O.,Farquhar M..Action Learning,Action Research and Process Management(ALARPM):A Personal History[J].The Learning Organization,2002,9(3):102-113.
[25][28]Zuber-Skerritt O..Action Leadership[M].Brisbane:Springer Dordrecht,2011.23-56.
[26][30][38][45]Zuber-Skerritt O..Action Leadership[M].Brisbane:Springer Dordrecht,2011.73-106.
[27][39][41]Zuber-Skerritt O..Improving Learning and Teaching through Action Learning and Action Research[J].Higher Education Research and Development,1993,12(1):45-58.
[29][49]Zuber-Skerritt O..Action Leadership[M].Brisbane:Springer Dordrecht,2011.109-138.
[31]Swepson P.,et al.A History of the Action Learning,Action Research,and Process Management Association(ALARPM):from Brisbane(Australia)to the World through Inclusion and Networks[J].Systemic Practice and Action Research,2003,16(4):237-281.
[32][36][42][43]Zuber-Skerritt O..Action Learning and Action Research:Paradigm,Praxis and Programs[M].//Sankara S.,Dick B.,Passfield R..Effective Change Management through Action Research and Action Learning:Concepts,Perspectives,Processes and Applications.Lismore:Southern Cross University Press,2001:1-20.
[33]贺来.辩证法与过程哲学的对话——科布教授访谈录[J].哲学动态,2005(9):38-41.
[34]王治河,樊美筠.过程哲学与时代的急难——第8届国际怀特海大会综述[J].自然辩证法研究,2012,8(3):126-128.
[35]杨甲睿,张洁.对话式教学的内涵、特点及模式[J].上海师范大学学报(基础教育版),2007(3):90-94.
[47]安颖.大学生学习方式转变的学理性探究[J].黑龙江高教研究,2006(7):90-92.
[48]Dutoit S.H.J.,Wilkinson A.C.,Adam K..Role of Research in Occupational Therapy Clinical Practice:Applying Action Learning and Action Research in Pursuit of Evidence-based Practice[J].Australian Occupational Therapy Journal,2010(57):318–330.