本文選題：活動(dòng)理論 + 學(xué)習(xí)方式��； 參考：《廣西師范大學(xué)》2015年碩士論文

【摘要】：本研究通過梳理“活動(dòng)理論”和“學(xué)習(xí)方式”的國內(nèi)外文獻(xiàn),結(jié)合在河南信陽三所小學(xué)的實(shí)地調(diào)查,對(duì)小學(xué)生的學(xué)習(xí)方式現(xiàn)狀進(jìn)行分析研究,最后對(duì)小學(xué)生學(xué)習(xí)方式現(xiàn)狀中存在的問題提出了解決方案。問卷調(diào)查選取了市、縣、鄉(xiāng)三級(jí)各一所小學(xué)進(jìn)行發(fā)放,并同時(shí)進(jìn)行訪談和觀察等實(shí)地研究。文章按照“為什么”、“是什么”、“怎么辦”的邏輯順序進(jìn)行論述。第一章論述了為什么要在“活動(dòng)理論”的視角下研究“學(xué)習(xí)方式”, “活動(dòng)理論”和“學(xué)習(xí)方式”相結(jié)合的歷史必然性。主要內(nèi)容包括：活動(dòng)理論在國外的產(chǎn)生和傳播；活動(dòng)理論在中國的豐富和發(fā)展；活動(dòng)理論的基本假設(shè)和基本原則；學(xué)習(xí)方式的內(nèi)涵與類型；活動(dòng)理論在教育領(lǐng)域的發(fā)展等。第二章論述了小學(xué)生學(xué)習(xí)方式的現(xiàn)狀,并按照七個(gè)維度對(duì)其進(jìn)行了劃分,每個(gè)維度選取兩種學(xué)習(xí)方式進(jìn)行重點(diǎn)闡述。具體包括：正規(guī)的學(xué)習(xí)與非正規(guī)的學(xué)習(xí)、閱讀式的學(xué)習(xí)與聽講式的學(xué)習(xí)、合作學(xué)習(xí)與獨(dú)立學(xué)習(xí)、有指導(dǎo)的學(xué)習(xí)與自主學(xué)習(xí)、接受式學(xué)習(xí)與探究式學(xué)習(xí)、手工學(xué)習(xí)與現(xiàn)代技術(shù)學(xué)習(xí)、維持性學(xué)習(xí)與創(chuàng)新性學(xué)習(xí)。第三章對(duì)當(dāng)前小學(xué)生的學(xué)習(xí)方式進(jìn)行評(píng)析。認(rèn)為小學(xué)生的學(xué)習(xí)方式表現(xiàn)為六個(gè)特點(diǎn),具體包括：小學(xué)生對(duì)學(xué)習(xí)方式的認(rèn)同存在差異；小學(xué)生對(duì)傳統(tǒng)與新型學(xué)習(xí)方式的認(rèn)同度都較高；小學(xué)生對(duì)學(xué)習(xí)方式的認(rèn)識(shí)仍存在偏差；小學(xué)生選擇學(xué)習(xí)方式的重要影響因素；小學(xué)生學(xué)習(xí)方式轉(zhuǎn)變存在差異；小學(xué)生學(xué)習(xí)方式轉(zhuǎn)變?nèi)〉靡欢ǔ尚�。第四章分析了小學(xué)生學(xué)習(xí)方式轉(zhuǎn)變的困境。主要存在四個(gè)問題：學(xué)習(xí)方式轉(zhuǎn)變的形式化傾向;教師的指導(dǎo)能力有待加強(qiáng)；小學(xué)生對(duì)新學(xué)習(xí)方式的適應(yīng)性有待提高；學(xué)校應(yīng)該合理設(shè)置班額。第五章針對(duì)小學(xué)生學(xué)習(xí)方式現(xiàn)狀中出現(xiàn)的問題提出了四點(diǎn)應(yīng)對(duì)策略。具體包括：辯證地看待傳統(tǒng)與新型學(xué)習(xí)方式之間的關(guān)系；注重學(xué)習(xí)方式選擇的多樣性和靈活性；教師應(yīng)通過學(xué)習(xí)和實(shí)踐不斷提升自身素質(zhì)；建立“新課程理念”的知識(shí)觀。
[Abstract]:Through combing the "activity theory" and "learning style" literature at home and abroad, combined with the field investigation in three primary schools in Xinyang, Henan Province, the present situation of primary school students' learning style is analyzed and studied. Finally, the author puts forward some solutions to the problems existing in the present situation of pupils' learning styles. The questionnaire selected a city, county, township primary school for distribution, and conducted interviews and observation and other field research. The article is discussed in the logical order of "Why", "what is" and "how to do". The first chapter discusses the historical inevitability of studying the combination of "learning style", "activity theory" and "learning style" from the perspective of "activity theory". The main contents include: the emergence and dissemination of activity theory abroad; the enrichment and development of activity theory in China; the basic assumptions and basic principles of activity theory; the connotation and types of learning style; the development of activity theory in the field of education. The second chapter discusses the current situation of primary school students' learning styles, and divides them into seven dimensions, each of which selects two learning styles to focus on. It includes formal learning and informal learning, reading learning and listening learning, cooperative learning and independent learning, guided learning and autonomous learning, receptive learning and inquiry learning. Manual learning and modern technology learning, maintenance learning and innovative learning. The third chapter analyzes the current learning style of primary school students. It is considered that pupils' learning style is characterized by six characteristics, including: the difference of pupils' identity to learning style; the higher degree of pupils' recognition of traditional and new learning styles; the deviation of pupils' understanding of learning style; The important influencing factors of primary school students' choice of learning style, the difference of pupils' learning style change, and the effect of pupils' learning style change. The fourth chapter analyzes the dilemma of the change of learning style of primary school students. There are four main problems: the formalized tendency of learning style transformation; the need to strengthen teachers' guiding ability; the need to improve the adaptability of pupils to the new learning style; and the reasonable setting of class size in schools. The fifth chapter puts forward four strategies to solve the problems in the present situation of pupils' learning style. Specific include: dialectical view of the relationship between traditional and new learning methods; pay attention to the diversity and flexibility of the choice of learning styles; teachers should constantly improve their own quality through learning and practice; establish the concept of knowledge of the "new curriculum concept".
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G622.4

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

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2 陳佑清;學(xué)習(xí)方式的多樣性及其選擇[J];江西教育科研;2003年07期

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本文編號(hào)：1823613