本文選題：終身學(xué)習(xí)　切入點：關(guān)鍵能力　出處：《江西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：終身學(xué)習(xí)是21世紀(jì)的生存概念,21世紀(jì)社會發(fā)展需要“會生存、善學(xué)習(xí)、勇于創(chuàng)新”的復(fù)合型人才。終身學(xué)習(xí)的研究是當(dāng)今教育界的熱點問題,而在終身學(xué)習(xí)研究中,其核心環(huán)節(jié)是終身學(xué)習(xí)關(guān)鍵能力的建構(gòu)。人們?yōu)檫m應(yīng)快速變化的社會,實現(xiàn)自我發(fā)展必須具備關(guān)鍵能力,因此如何界定并掌握終身學(xué)習(xí)關(guān)鍵能力已成為終身學(xué)習(xí)研究領(lǐng)域的一項焦點議題。本研究通過文獻分析法、比較法等研究方法,提取、分析、比較部分國際組織/國家所提出的終身學(xué)習(xí)能力,對終身學(xué)習(xí)的發(fā)展脈絡(luò)有了較為清晰地了解,后通過德爾菲法獲取專家學(xué)者對終身學(xué)習(xí)關(guān)鍵能力的意見,通過對專家意見的整合,進一步修改和完善關(guān)鍵能力,最終構(gòu)建終身學(xué)習(xí)關(guān)鍵能力。本研究將終身學(xué)習(xí)關(guān)鍵能力歸納為七個維度:思維能力、自我管理能力、信息素養(yǎng)、問題求解能力、團隊協(xié)作能力、交流溝通能力、學(xué)會改變能力,每一維度下面包含了若干具體的能力項。為促進終身學(xué)習(xí)能力的形成,筆者進一步對終身學(xué)習(xí)關(guān)鍵能力的內(nèi)涵進行分析,并從國家、社會、家庭、個人四個層面提出了我國終身學(xué)習(xí)關(guān)鍵能力的培養(yǎng)建議,并列舉部分已有的能力培養(yǎng)模式。本研究在各國際組織、國家已有的研究基礎(chǔ)上,對終身學(xué)習(xí)關(guān)鍵能力進行進一步的認(rèn)識和研究,最終對終身學(xué)習(xí)關(guān)鍵能力進行建構(gòu),這為我國終身關(guān)鍵能力的培養(yǎng)提供了參考依據(jù),為我國終身學(xué)習(xí)的實踐、學(xué)習(xí)型社會的建設(shè)提供了科學(xué)的理論指導(dǎo)。
[Abstract]:Lifelong learning is the concept of survival in 21th century and the 21st century social development needs "can survive, good learning, dare to innovate" complex talents. Lifelong learning research is a hot issue in the field of education, but in the study of lifelong learning, The key link is the construction of the key ability of lifelong learning. In order to adapt to the rapidly changing society, people must have the key ability to achieve self-development. Therefore, how to define and master the key ability of lifelong learning has become a focal topic in the field of lifelong learning. Comparing the lifelong learning ability proposed by some international organizations / countries, we have a clearer understanding of the development of lifelong learning, and then obtain the opinions of experts and scholars on the key competence of lifelong learning through Delphi method. Through the integration of expert opinions, the key ability of lifelong learning is further modified and perfected, and the key ability of lifelong learning is finally constructed. This study concludes the key ability of lifelong learning into seven dimensions: thinking ability, self-management ability, information literacy, and so on. Problem solving skills, teamwork skills, communication skills, learning skills to change, each dimension contains a number of specific competencies. The author further analyzes the connotation of the key ability of lifelong learning, and puts forward some suggestions on the cultivation of the key ability of lifelong learning in China from four aspects: the country, the society, the family and the individual. On the basis of the existing research of international organizations and countries, this study makes further understanding and research on the key ability of lifelong learning, and finally constructs the key ability of lifelong learning. This provides a reference for the cultivation of our country's life-long key ability and provides scientific theoretical guidance for the practice of lifelong learning and the construction of a learning-oriented society.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G720

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本文編號：1593065