成人自我導(dǎo)向?qū)W習(xí)研究
發(fā)布時(shí)間：2018-08-24 17:19
【摘要】：自我導(dǎo)向?qū)W習(xí)是成人教育者們用來界定成人教育作為實(shí)踐性專業(yè)重要的理論之一,在成人教育理論和實(shí)踐領(lǐng)域扮演重要的角色。在踐行終身學(xué)習(xí)理念,推進(jìn)終身學(xué)習(xí)的時(shí)代進(jìn)程中,為了使成人的學(xué)習(xí)活動(dòng),特別是有組織的學(xué)習(xí)活動(dòng)走向成功并獲得成功,不僅需要成人樹立新的學(xué)習(xí)態(tài)度,確立新的學(xué)習(xí)觀念,更重要的是要使學(xué)習(xí)者獲得學(xué)習(xí)活動(dòng)所需要的各種能力,特別是自我學(xué)習(xí)的能力。因此,探討成人自我導(dǎo)向?qū)W習(xí)的傾向、動(dòng)機(jī)和特點(diǎn)對(duì)實(shí)現(xiàn)終身學(xué)習(xí)使命和構(gòu)建學(xué)習(xí)型社會(huì)具有重要的理論價(jià)值和現(xiàn)實(shí)價(jià)值。本文以文獻(xiàn)研究和統(tǒng)計(jì)分析為主要方法,通過實(shí)證研究,探討成人自我導(dǎo)向?qū)W習(xí)的傾向、特征、因素和模型。 本文主要分為五大部分。 第一部分為緒論。主要介紹了論文研究背景、意義、目的和主要研究方法。 第二部分為理論綜述部分。在對(duì)國外相關(guān)學(xué)者的自我導(dǎo)向?qū)W習(xí)概念解讀基礎(chǔ)上,界定了自我導(dǎo)向?qū)W習(xí)的概念內(nèi)涵。同時(shí),論文通過對(duì)國內(nèi)外有關(guān)自我導(dǎo)向?qū)W習(xí)研究成果的綜述和分析,從而闡述本論文研究的前提和必要性并揭示了成人自我導(dǎo)向?qū)W習(xí)演變過程,并剖析了成人自我導(dǎo)向?qū)W習(xí)相關(guān)特點(diǎn)。 第三部分為實(shí)證部分。本文以臺(tái)灣學(xué)者設(shè)計(jì)的自我導(dǎo)向?qū)W習(xí)量表為基礎(chǔ),以效率學(xué)習(xí)、喜愛學(xué)習(xí)、主動(dòng)學(xué)習(xí)、獨(dú)立學(xué)習(xí)、創(chuàng)造學(xué)習(xí)、學(xué)習(xí)動(dòng)機(jī)為調(diào)查標(biāo)準(zhǔn),對(duì)被測(cè)群體的自我導(dǎo)向傾向、特征和影響因素進(jìn)行探究。調(diào)查發(fā)現(xiàn),成人具有較強(qiáng)的自我導(dǎo)向?qū)W習(xí)的傾向,成人在喜愛學(xué)習(xí)、主動(dòng)學(xué)習(xí)、學(xué)習(xí)動(dòng)機(jī)三個(gè)維度具有明顯差異。 第四部分為模型構(gòu)建部分。通過統(tǒng)計(jì)分析,本文發(fā)現(xiàn),學(xué)習(xí)者自身、學(xué)習(xí)環(huán)境和學(xué)習(xí)活動(dòng)對(duì)于成人自我導(dǎo)向?qū)W習(xí)具有重要影響。在借鑒前人研究成果基礎(chǔ)上,根據(jù)統(tǒng)計(jì)分析的結(jié)果,該部分構(gòu)建了以學(xué)習(xí)者為中心的成人自我導(dǎo)向?qū)W習(xí)模型。該模型主要分為七大要素：(1)明確問題；(2)明確學(xué)習(xí)需求：(3)整合學(xué)習(xí)資源；(4)規(guī)劃學(xué)習(xí),安排學(xué)習(xí)進(jìn)程；(5)開展學(xué)習(xí);(6)展現(xiàn)學(xué)習(xí)成果；(7)評(píng)價(jià)、反饋。該模型特征主要體現(xiàn)在：(1)以學(xué)習(xí)者為中心,突出成人學(xué)習(xí)特點(diǎn)；(2)流程設(shè)計(jì)系統(tǒng)化；(3)穩(wěn)定性和流暢性;(4)操作性；(5)高效性。 第五部分為結(jié)語部分。該部分主要總結(jié)本研究主要觀點(diǎn)、成果以及本研究存在的問題,同時(shí)對(duì)未來的成人自我導(dǎo)向?qū)W習(xí)研究方向提出建議。
[Abstract]:Self-directed learning is one of the important theories used by adult educators to define adult education as a practical specialty and plays an important role in the field of theory and practice of adult education. In the process of practicing lifelong learning and promoting lifelong learning, in order to make adult learning activities, especially organized learning activities, successful and successful, it is not only necessary for adults to establish a new learning attitude. To establish a new concept of learning, it is more important to enable learners to acquire all kinds of abilities needed for learning activities, especially the ability to learn by themselves. Therefore, it is of great theoretical and practical value to explore the propensity, motivation and characteristics of adult self-directed learning in order to realize the mission of lifelong learning and to construct a learning-oriented society. Based on literature research and statistical analysis, this paper discusses the tendency, characteristics, factors and models of adult self-directed learning through empirical research. This paper is divided into five parts. The first part is the introduction. This paper mainly introduces the research background, significance, purpose and main research methods. The second part is the theoretical summary. Based on the interpretation of foreign scholars' concept of self-oriented learning, this paper defines the connotation of self-oriented learning. At the same time, by summarizing and analyzing the research results of self-directed learning at home and abroad, the thesis expounds the premise and necessity of this research and reveals the evolution process of adult self-oriented learning. The related characteristics of adult self-directed learning are analyzed. The third part is the empirical part. Based on the self-directed learning scale designed by Taiwanese scholars, the self-directed tendency of the subjects was investigated according to the criteria of efficiency learning, love learning, active learning, independent learning, creative learning and learning motivation. The characteristics and influencing factors are explored. It is found that adults have a strong tendency of self-directed learning, and there are significant differences in three dimensions: liking learning, active learning and learning motivation. The fourth part is the model construction part. Through statistical analysis, it is found that learners themselves, learning environment and learning activities play an important role in adult self-directed learning. Based on the previous research results and the results of statistical analysis, this part constructs a learner-centered adult self-directed learning model. The model is divided into seven main elements: (1) clear problems; (2) clear learning needs; (3) integration of learning resources; (4) planning learning, arranging learning process; (5) carrying out learning; (6) presenting learning results; (7) evaluation, feedback. The main features of the model are as follows: (1) Learner-centered learning characteristics; (2) process design systematization; (3) stability and fluency; (4) operability; (5) high efficiency. The fifth part is the conclusion. This part summarizes the main points, achievements and problems of this study, and puts forward some suggestions for the future research direction of adult self-oriented learning.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G720
本文編號(hào)：2201499
[Abstract]:Self-directed learning is one of the important theories used by adult educators to define adult education as a practical specialty and plays an important role in the field of theory and practice of adult education. In the process of practicing lifelong learning and promoting lifelong learning, in order to make adult learning activities, especially organized learning activities, successful and successful, it is not only necessary for adults to establish a new learning attitude. To establish a new concept of learning, it is more important to enable learners to acquire all kinds of abilities needed for learning activities, especially the ability to learn by themselves. Therefore, it is of great theoretical and practical value to explore the propensity, motivation and characteristics of adult self-directed learning in order to realize the mission of lifelong learning and to construct a learning-oriented society. Based on literature research and statistical analysis, this paper discusses the tendency, characteristics, factors and models of adult self-directed learning through empirical research. This paper is divided into five parts. The first part is the introduction. This paper mainly introduces the research background, significance, purpose and main research methods. The second part is the theoretical summary. Based on the interpretation of foreign scholars' concept of self-oriented learning, this paper defines the connotation of self-oriented learning. At the same time, by summarizing and analyzing the research results of self-directed learning at home and abroad, the thesis expounds the premise and necessity of this research and reveals the evolution process of adult self-oriented learning. The related characteristics of adult self-directed learning are analyzed. The third part is the empirical part. Based on the self-directed learning scale designed by Taiwanese scholars, the self-directed tendency of the subjects was investigated according to the criteria of efficiency learning, love learning, active learning, independent learning, creative learning and learning motivation. The characteristics and influencing factors are explored. It is found that adults have a strong tendency of self-directed learning, and there are significant differences in three dimensions: liking learning, active learning and learning motivation. The fourth part is the model construction part. Through statistical analysis, it is found that learners themselves, learning environment and learning activities play an important role in adult self-directed learning. Based on the previous research results and the results of statistical analysis, this part constructs a learner-centered adult self-directed learning model. The model is divided into seven main elements: (1) clear problems; (2) clear learning needs; (3) integration of learning resources; (4) planning learning, arranging learning process; (5) carrying out learning; (6) presenting learning results; (7) evaluation, feedback. The main features of the model are as follows: (1) Learner-centered learning characteristics; (2) process design systematization; (3) stability and fluency; (4) operability; (5) high efficiency. The fifth part is the conclusion. This part summarizes the main points, achievements and problems of this study, and puts forward some suggestions for the future research direction of adult self-oriented learning.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G720
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，本文編號(hào)：2201499
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