本文選題：學習責任意識 + 有效學習��； 參考：《中國教育學刊》2015年09期

【摘要】：通過分析發(fā)現已有研究較多地關注"有效教導",忽視"有效學習",更重要的是忽視學生的學習責任,將學生置于被動地位。學習責任意識指學生對自己作為"學生"所應履行的職責有清楚的認識,具有自覺做好分內之事的意識、承擔學生責任的緊迫感和積極履行學生職責的行為傾向。有學習責任意識的學生表現出學習的主動性、堅持性、緊迫性和方向性。學習責任意識的形成需經歷被動順從、外部責任、內部責任三階段,需要通過營造學習氛圍、改革學生管理、改善學業(yè)管理、重視學生體驗等途徑來培養(yǎng)。
[Abstract]:Through the analysis, it is found that many researches have paid more attention to "effective teaching", neglected "effective learning", and, more importantly, ignored students' learning responsibilities and put students in a passive position. The sense of learning responsibility refers to the students have a clear understanding of their duties as "students", have a conscious sense of doing their part, a sense of urgency to bear the responsibility of students and a tendency to actively perform the duties of students. Students with a sense of learning responsibility show initiative, persistence, urgency and direction in learning. The formation of the sense of learning responsibility needs to go through three stages: passive obedience, external responsibility and internal responsibility. It needs to be cultivated by creating learning atmosphere, reforming student management, improving academic management, and attaching importance to students' experience.
【作者單位】： 華中師范大學教育學院;
【分類號】：G424

【參考文獻】

相關期刊論文 前7條

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本文編號：1946922