【摘要】：知識(shí)經(jīng)濟(jì)時(shí)代下,學(xué)習(xí)是人們適應(yīng)社會(huì)、工作和生活的必要手段,人們對(duì)學(xué)習(xí)的認(rèn)識(shí)也在不斷地變化。當(dāng)前終身學(xué)習(xí)的理念正在全球大力推行,廣泛地存在人們的日常生活中的非正式學(xué)習(xí)作為終身學(xué)習(xí)的一種重要形式也逐漸受到了關(guān)注。許多國(guó)家及組織都充分認(rèn)識(shí)到了非正式學(xué)習(xí)的的特點(diǎn)及效用,希望利用非正式學(xué)習(xí)來(lái)改善現(xiàn)狀并提升競(jìng)爭(zhēng)力。隨著非正式學(xué)習(xí)研究的發(fā)展,大學(xué)生群體的非正式學(xué)習(xí)開(kāi)始受到研究者的關(guān)注與重視。本研究旨在了解大學(xué)生非正式學(xué)習(xí)情況,同時(shí)也嘗試將大學(xué)生的非正式學(xué)習(xí)與高校教學(xué)相整合,從而更好地對(duì)其非正式學(xué)習(xí)進(jìn)行引導(dǎo)與支持,提高大學(xué)生的學(xué)習(xí)成效和高校教學(xué)效果。 本文首先進(jìn)行了研究概述,介紹了研究的背景、意義、目的及研究方法。隨后介紹所了非正式學(xué)習(xí)的相關(guān)概念及理論基礎(chǔ),包括非正式學(xué)習(xí)的發(fā)展、定義及與相關(guān)概念比較分析,其中所涉及的非正式學(xué)習(xí)理論基礎(chǔ)有情境認(rèn)知理論、建構(gòu)主義和知識(shí)管理。此外就國(guó)內(nèi)外非正式學(xué)習(xí)的研究現(xiàn)狀進(jìn)行了綜述和總結(jié)。 其次,本文結(jié)合了質(zhì)性與定量的研究方法對(duì)大學(xué)生非正式學(xué)習(xí)的應(yīng)用現(xiàn)狀及其影響因素進(jìn)行探究。研究者參考了已有研究結(jié)論與研究工具,自行編制了大學(xué)生非正式學(xué)習(xí)的半結(jié)構(gòu)化訪談提綱,采用了訪談法、內(nèi)容分析法等質(zhì)性研究方法,以浙江師范大學(xué)在校生為例,形成了對(duì)非正式學(xué)習(xí)主題、形式、情境等的大學(xué)生非正式學(xué)習(xí)應(yīng)用現(xiàn)狀的初步結(jié)論。 在訪談?wù){(diào)查的基礎(chǔ)上,研究者嘗試從定量的角度對(duì)前一階段研究的結(jié)論進(jìn)行深化,編制了大學(xué)生非正式學(xué)習(xí)影響因素調(diào)查問(wèn)卷。通過(guò)數(shù)據(jù)的分析及前期結(jié)論對(duì)影響大學(xué)生非正式學(xué)習(xí)的諸種因素進(jìn)行分析與探究,并嘗試對(duì)這些影響因素的作用程度及關(guān)系進(jìn)行解釋。隨后將定量研究與前階段的訪談結(jié)果相互驗(yàn)證比較,最終形成了關(guān)于大學(xué)生非正式學(xué)習(xí)的相關(guān)結(jié)論。 接下來(lái),本文介紹了非正式學(xué)習(xí)整合策略在高校教學(xué)中的實(shí)證研究。研究基于前期調(diào)查的結(jié)論進(jìn)行了策略設(shè)計(jì),選取了浙江師范大學(xué)《教學(xué)資源設(shè)計(jì)與制作》、《教育技術(shù)專業(yè)英語(yǔ)》兩門(mén)課程,通過(guò)教學(xué)組織、資源建構(gòu)、學(xué)習(xí)支持三大方面將非正式學(xué)習(xí)與教學(xué)相整合,并嘗試將微博作為非正式學(xué)習(xí)的主要交流平臺(tái)來(lái)支持并引導(dǎo)大學(xué)生的非正式學(xué)習(xí)。最后文章總結(jié)了整體研究的亮點(diǎn)與不足,并對(duì)后續(xù)研究進(jìn)行了展望。
[Abstract]:In the era of knowledge economy, learning is a necessary means for people to adapt to society, work and life. At present, the concept of lifelong learning is being carried out all over the world, and informal learning, as an important form of lifelong learning, is widely used in people's daily life. Many countries and organizations are fully aware of the characteristics and effectiveness of informal learning, and hope to use informal learning to improve the current situation and enhance competitiveness. With the development of informal learning research, the informal learning of college students has been paid more and more attention by researchers. The purpose of this study is to understand the informal learning of college students, and at the same time to try to integrate the informal learning of college students with college teaching, so as to better guide and support their informal learning. To improve the learning effect of college students and the teaching effect in colleges and universities. In this paper, the background, significance, purpose and research method of the research are introduced. Then it introduces the related concepts and theoretical basis of informal learning, including the development, definition and comparative analysis of informal learning with related concepts. The theoretical basis of informal learning involves situational cognitive theory. Constructivism and knowledge management. In addition, the research status of informal learning at home and abroad is summarized and summarized. Secondly, this paper combines qualitative and quantitative research methods to explore the application of informal learning of college students and its influencing factors. Referring to the existing research conclusions and tools, the researcher has compiled the semi-structured interview outline of college students' informal learning, using qualitative research methods such as interview method and content analysis method, taking the students of Zhejiang normal University as an example. A preliminary conclusion has been reached on the application of informal learning to the subjects, forms and situations of informal learning for college students. On the basis of the interview investigation, the researcher tries to deepen the conclusion of the previous stage from the quantitative point of view, and compiles the questionnaire on the influencing factors of informal learning of college students. Through the analysis of the data and the previous conclusions, this paper analyzes and probes into the factors that affect the informal learning of college students, and tries to explain the degree of action and the relationship between these factors. Then the quantitative study was compared with the interview results of the previous stage, and finally the conclusion about informal learning of college students was reached. Then, this paper introduces the empirical study of informal learning integration strategy in college teaching. Based on the conclusion of the previous investigation, the study has carried out the strategy design, selected Zhejiang normal University "Teaching Resources Design and production", "Educational Technology specialized English" two courses, through the teaching organization, the resources construction, The three aspects of learning support integrate informal learning with teaching and try to use Weibo as the main communication platform to support and guide the informal learning of college students. Finally, the paper summarizes the bright spots and shortcomings of the whole research, and prospects the follow-up research.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G642.4

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本文編號(hào)：2428710