影響小學(xué)高年級學(xué)生自主學(xué)習(xí)習(xí)慣養(yǎng)成的因素研究
發(fā)布時(shí)間：2019-03-24 15:07
【摘要】：自主學(xué)習(xí)習(xí)慣是學(xué)習(xí)習(xí)慣的一種,是學(xué)習(xí)者進(jìn)行自主學(xué)習(xí)時(shí)所具有的自動(dòng)化了的學(xué)習(xí)行為傾向和方式。自主學(xué)習(xí)習(xí)慣的養(yǎng)成不僅為學(xué)生開展自主學(xué)習(xí)起到了促進(jìn)作用,同時(shí)也為學(xué)生進(jìn)行終身學(xué)習(xí)奠定了堅(jiān)實(shí)的基礎(chǔ)。因此,在自主學(xué)習(xí)、終身學(xué)習(xí)被大力提倡的今天,影響自主學(xué)習(xí)習(xí)慣養(yǎng)成的因素就成為一個(gè)值得研究的問題。小學(xué)階段是各種學(xué)習(xí)習(xí)慣養(yǎng)成的關(guān)鍵時(shí)期,自主學(xué)習(xí)習(xí)慣也不例外。但自主學(xué)習(xí)習(xí)慣的養(yǎng)成還受到學(xué)生自我意識(shí)的發(fā)展水平的影響。心理學(xué)研究表明,小學(xué)生的自我意識(shí)水平處于交互反觀性自我意識(shí),這種交互反觀性自我意識(shí)是學(xué)生自主性發(fā)展的基礎(chǔ)。而在整個(gè)小學(xué)階段,學(xué)生的交互反觀性自我意識(shí)得到初步發(fā)展是在小學(xué)三年級以后�；诖�,關(guān)于自主學(xué)習(xí)習(xí)慣養(yǎng)成的關(guān)鍵時(shí)期就落在了小學(xué)高年級階段。為此,本研究在終身學(xué)習(xí)理論、主體性教育理論和關(guān)鍵期理論的指導(dǎo)下,在對國內(nèi)外關(guān)于自主學(xué)習(xí)習(xí)慣的相關(guān)文獻(xiàn)進(jìn)行綜述的基礎(chǔ)上,對河南省林州市合澗鎮(zhèn)某小學(xué)高年級學(xué)生進(jìn)行了調(diào)查,并用SPSS17.0軟件進(jìn)行數(shù)據(jù)處理,進(jìn)而對影響小學(xué)高年級學(xué)生自主學(xué)習(xí)習(xí)慣養(yǎng)成的因素進(jìn)行研究。具體來說,在梳理相關(guān)文獻(xiàn)的基礎(chǔ)上,本文從背景因素(包括性別、年齡、年級、父親文化程度、母親文化程度和家庭結(jié)構(gòu))、家庭教養(yǎng)方式、學(xué)生學(xué)習(xí)動(dòng)機(jī)、教師課堂角色等方面,來研究其對自主學(xué)習(xí)習(xí)慣養(yǎng)成的影響。接著,通過對自主學(xué)習(xí)習(xí)慣這一概念的界定可知,自主學(xué)習(xí)習(xí)慣包含自主選擇內(nèi)容、自主選擇方法、自主調(diào)控時(shí)間、自主調(diào)控環(huán)境和自主評價(jià)結(jié)果等五個(gè)維度。在此基礎(chǔ)上,本文對各個(gè)影響因素與自主學(xué)習(xí)習(xí)慣及其各維度之間進(jìn)行了相關(guān)分析和方差分析,探討了這些影響因素與自主學(xué)習(xí)習(xí)慣養(yǎng)成之間的相關(guān)關(guān)系以及相關(guān)的密切程度,并分析了這些因素對自主學(xué)習(xí)習(xí)慣養(yǎng)成的影響。研究結(jié)論如下：(1)影響小學(xué)高年級學(xué)生自主學(xué)習(xí)習(xí)慣養(yǎng)成的因素有年級、家庭教養(yǎng)方式、學(xué)生學(xué)習(xí)動(dòng)機(jī)、教師課堂角色,這些影響因素與自主學(xué)習(xí)習(xí)慣養(yǎng)成之間聯(lián)系的緊密性,從大到小依次為：教師課堂角色、學(xué)生學(xué)習(xí)動(dòng)機(jī)、年級、家庭教養(yǎng)方式。(2)在自主選擇內(nèi)容、自主選擇方法、自主調(diào)控時(shí)間、自主調(diào)控環(huán)境及自主評價(jià)結(jié)果五個(gè)維度上,影響因素的多少以及相關(guān)的緊密程度存在差異。(3)相較于六年級學(xué)生,五年級學(xué)生的特點(diǎn)使其在自主學(xué)習(xí)習(xí)慣的養(yǎng)成上更具有優(yōu)勢。(4)相較于專制型和放任型,民主型的家庭教養(yǎng)方式更有利于學(xué)生自主學(xué)習(xí)習(xí)慣的養(yǎng)成。(5)良好的內(nèi)在學(xué)習(xí)動(dòng)機(jī)有利于學(xué)生自主學(xué)習(xí)習(xí)慣的養(yǎng)成。(6)相較于指導(dǎo)者角色,教師作為促進(jìn)者的課堂角色更有利于學(xué)生自主學(xué)習(xí)習(xí)慣的養(yǎng)成。在上述研究結(jié)論的基礎(chǔ)上,針對小學(xué)高年級學(xué)生自主學(xué)習(xí)習(xí)慣的養(yǎng)成這一問題,本文獲得了以下四條啟示。(1)注重年級差異。即小學(xué)高年級學(xué)生自主學(xué)習(xí)習(xí)慣的養(yǎng)成應(yīng)注重年級差異,教師要對六年級學(xué)生在自主選擇方法、自主調(diào)控環(huán)境和自主評價(jià)結(jié)果上的養(yǎng)成加以重視。(2)提高學(xué)生學(xué)習(xí)動(dòng)機(jī)。也就是說良好的學(xué)習(xí)動(dòng)機(jī)是學(xué)生自主學(xué)習(xí)習(xí)慣養(yǎng)成的根本推動(dòng)力。在自主學(xué)習(xí)習(xí)慣的養(yǎng)成過程中,教師可以先通過指導(dǎo)法來形成學(xué)生自主學(xué)習(xí)習(xí)慣養(yǎng)成的內(nèi)部需要,再采用鼓勵(lì)法來強(qiáng)化學(xué)生養(yǎng)成的自主學(xué)習(xí)習(xí)慣。(3)營造自主學(xué)習(xí)氛圍。在課堂教學(xué)過程中教師應(yīng)扮演促進(jìn)者的角色,為學(xué)生自主學(xué)習(xí)習(xí)慣的養(yǎng)成營造課堂教學(xué)氛圍。(4)提供民主家庭環(huán)境。民主型的家庭教養(yǎng)方式為孩子提供了一種獨(dú)立的、自主的、寬松的生活環(huán)境,有利于學(xué)生養(yǎng)成自主學(xué)習(xí)習(xí)慣。
[Abstract]:The self-learning habit is one of the learning habits, and it is the automatic learning behavior tendency and way that the learners have in the course of self-learning. The form of self-learning is not only promoting students' self-learning, but also laying a solid foundation for students to study life-long. Therefore, in the course of self-study, life-long learning is strongly advocated, the factors that affect the habit of self-learning become a question worthy of study. The primary stage is the key period of various study habits, and the self-study habits are no exception. But the form of self-learning habits is also influenced by the development level of self-consciousness of the students. The psychological research shows that the self-consciousness level of the primary school students is in the interactive anti-view self-consciousness, which is the foundation of the student's autonomy development. The primary development of the students' interactive and anti-self-consciousness in the whole primary school is after the third grade of the primary school. On the basis of this, the key period of the formation of the self-learning habit is at the upper-grade stage of the primary school. To this end, under the guidance of the theory of life-long learning, the theory of subject education and the theory of key period, this study, on the basis of the review of the relevant literature on the habit of self-study at home and abroad, carried out a survey on the senior students of a primary school in the town of Hezhen in Linzhou, Henan. Using the SPSS17.0 software to carry out data processing, the paper studies the factors that affect the self-learning habit of the senior students in primary school. In particular, on the basis of combing the relevant literature, this paper, from the background factors (including sex, age, grade, father's degree of culture, mother's cultural degree and family structure), the way of family education, the students' learning motivation, the teacher's class character and so on, To study its influence on the habit of self-learning. Then, through the definition of the concept of the self-learning habit, the autonomous learning habits include five dimensions such as the self-selection content, the self-selection method, the self-regulation time, the self-control environment and the independent evaluation result. On the basis of this, this paper makes a correlation analysis and analysis of variance among the influence factors and the self-learning habits and their respective dimensions, and discusses the correlation between these factors and the habit of independent learning and the close degree. The influence of these factors on the habit of self-learning is also analyzed. The results of the study are as follows: (1) The factors that affect the self-study habits of the senior students in primary school are grade, the way of family education, the students' learning motivation and the teacher's classroom role. The role of the teacher's class, the students' learning motivation, the grade, the way of family education. (2) In the five dimensions of the self-selection, the self-selection method, the self-control time, the self-control environment and the self-assessment result, the influence factor and the related degree of tightness are different. (3) Compared with the sixth-grade students, the characteristics of the fifth-grade students make them more advantageous in the form of self-study habits. (4) Compared with the special and laissez-faire type, the democratic type of family education is more beneficial to the students' self-learning habit. (5) The good internal learning motivation is conducive to the formation of students' self-learning habits. (6) Compared with the role of the instructor, the role of the teacher as the facilitator is more beneficial to the self-learning habit of the students. On the basis of the above-mentioned research conclusion, aiming at the problem of the formation of primary school students' self-learning habits, the following four revelations have been obtained. (1) Pay attention to the grade difference. In other words, the form of the primary school's self-study habit should pay attention to the grade difference, and the teacher should pay more attention to the formation of the six-grade students in the self-selection method, the self-control environment and the self-evaluation result. (2) To improve the students' learning motivation. That is, the good learning motivation is the fundamental driving force of the students' self-learning habit. In the course of the formation of the self-study habit, the teacher can form the internal needs of the self-learning habit of the students through the guidance method, and then use the encouragement method to strengthen the self-learning habit of the students. (3) Create an independent learning atmosphere. In the course of classroom teaching, the teacher should play the role of the promoter, and create a classroom teaching atmosphere for the students' self-learning habits. (4) Providing a democratic home environment. The democratic type of family education provides a kind of independent, independent and loose living environment for the children, which is beneficial to the students to develop their own learning habits.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G622.0
本文編號(hào)：2446432
[Abstract]:The self-learning habit is one of the learning habits, and it is the automatic learning behavior tendency and way that the learners have in the course of self-learning. The form of self-learning is not only promoting students' self-learning, but also laying a solid foundation for students to study life-long. Therefore, in the course of self-study, life-long learning is strongly advocated, the factors that affect the habit of self-learning become a question worthy of study. The primary stage is the key period of various study habits, and the self-study habits are no exception. But the form of self-learning habits is also influenced by the development level of self-consciousness of the students. The psychological research shows that the self-consciousness level of the primary school students is in the interactive anti-view self-consciousness, which is the foundation of the student's autonomy development. The primary development of the students' interactive and anti-self-consciousness in the whole primary school is after the third grade of the primary school. On the basis of this, the key period of the formation of the self-learning habit is at the upper-grade stage of the primary school. To this end, under the guidance of the theory of life-long learning, the theory of subject education and the theory of key period, this study, on the basis of the review of the relevant literature on the habit of self-study at home and abroad, carried out a survey on the senior students of a primary school in the town of Hezhen in Linzhou, Henan. Using the SPSS17.0 software to carry out data processing, the paper studies the factors that affect the self-learning habit of the senior students in primary school. In particular, on the basis of combing the relevant literature, this paper, from the background factors (including sex, age, grade, father's degree of culture, mother's cultural degree and family structure), the way of family education, the students' learning motivation, the teacher's class character and so on, To study its influence on the habit of self-learning. Then, through the definition of the concept of the self-learning habit, the autonomous learning habits include five dimensions such as the self-selection content, the self-selection method, the self-regulation time, the self-control environment and the independent evaluation result. On the basis of this, this paper makes a correlation analysis and analysis of variance among the influence factors and the self-learning habits and their respective dimensions, and discusses the correlation between these factors and the habit of independent learning and the close degree. The influence of these factors on the habit of self-learning is also analyzed. The results of the study are as follows: (1) The factors that affect the self-study habits of the senior students in primary school are grade, the way of family education, the students' learning motivation and the teacher's classroom role. The role of the teacher's class, the students' learning motivation, the grade, the way of family education. (2) In the five dimensions of the self-selection, the self-selection method, the self-control time, the self-control environment and the self-assessment result, the influence factor and the related degree of tightness are different. (3) Compared with the sixth-grade students, the characteristics of the fifth-grade students make them more advantageous in the form of self-study habits. (4) Compared with the special and laissez-faire type, the democratic type of family education is more beneficial to the students' self-learning habit. (5) The good internal learning motivation is conducive to the formation of students' self-learning habits. (6) Compared with the role of the instructor, the role of the teacher as the facilitator is more beneficial to the self-learning habit of the students. On the basis of the above-mentioned research conclusion, aiming at the problem of the formation of primary school students' self-learning habits, the following four revelations have been obtained. (1) Pay attention to the grade difference. In other words, the form of the primary school's self-study habit should pay attention to the grade difference, and the teacher should pay more attention to the formation of the six-grade students in the self-selection method, the self-control environment and the self-evaluation result. (2) To improve the students' learning motivation. That is, the good learning motivation is the fundamental driving force of the students' self-learning habit. In the course of the formation of the self-study habit, the teacher can form the internal needs of the self-learning habit of the students through the guidance method, and then use the encouragement method to strengthen the self-learning habit of the students. (3) Create an independent learning atmosphere. In the course of classroom teaching, the teacher should play the role of the promoter, and create a classroom teaching atmosphere for the students' self-learning habits. (4) Providing a democratic home environment. The democratic type of family education provides a kind of independent, independent and loose living environment for the children, which is beneficial to the students to develop their own learning habits.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G622.0
【參考文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前2條
1 薛晶;小學(xué)低年級學(xué)生學(xué)習(xí)習(xí)慣養(yǎng)成的研究[D];山東師范大學(xué);2012年
2 廖國森;小學(xué)生自主學(xué)習(xí)探究[D];華中師范大學(xué);2003年
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