中職生自主學習能力培養(yǎng)問題與對策研究
發(fā)布時間：2018-09-18 21:47
【摘要】：中等職業(yè)教育是職業(yè)技術教育的重要組成部分,主要包括普通中等專業(yè)學校、技工學校、職業(yè)中學教育及各種短期職業(yè)培訓等。自2009年始,中國將中等職業(yè)教育作為教育發(fā)展重點而大力推行,為了提升中等職業(yè)教育對學生的吸引性,逐步實現(xiàn)對中等職業(yè)教育免費,每年約90%的中職生能夠享受每年1500元的助學金,這使得中等職業(yè)教育在這兒年中的教育規(guī)模取得重大發(fā)展。中等職業(yè)教育以服務為宗旨、以就業(yè)為導向,對學生的培養(yǎng)必須以技能的掌握為主,以企業(yè)對人才的要求為標準,學生從學校畢業(yè)后才能夠滿足社會企業(yè)的需求,勝任工作崗位的任務。由于中職生存在自覺性差、理解能力差、基礎理論知識薄弱等特點,學校必須根據(jù)學生的“最近發(fā)展區(qū)”來安排課程教學,教學內(nèi)容難免會存在滯后性的特點,學生就必須充分利用課余時間通過自主學習來擴充自己的知識量。為了提高中等職業(yè)教育質(zhì)量,適應社會經(jīng)濟發(fā)展的需要,同時也為學生提供更廣闊的發(fā)展空間,中等職業(yè)學校必須加強中職生自主學習能力的培養(yǎng)。基于此,本文選擇中職生自主學習能力的培養(yǎng)作為研究問題。 筆者首先采取文獻法對自主學習能力的相關文獻進行深度分析,在分析結果的基礎上從宏觀層面構建中職生自主學習能力體系和探尋中職生自主學習能力的培養(yǎng)路徑,從而為后續(xù)的研究指明方向以及奠定堅實的基礎。接著,借助中職生自主學習能力體系和自主學習能力相關文獻中已有問卷的參考自編了《中職生自主學習能力表現(xiàn)與現(xiàn)狀調(diào)查問卷》,從自我監(jiān)控能力、信息處理能力、知識運用能力、交流協(xié)作能力四個維度來解析當前的中職生自主學習能力表現(xiàn)與現(xiàn)狀。在此基礎上,通過對北碚職業(yè)教育中心的160名學生進行問卷調(diào)查以及對調(diào)查數(shù)據(jù)進行處理,得出了中職生自主學習能力表現(xiàn)與現(xiàn)狀的主要問題：自我監(jiān)控能力低、信息處理能力低、知識運用能力低、交流協(xié)作能力低等,并對中職生自主學習能力表現(xiàn)與現(xiàn)狀的主要問題進行影響因素分析。中職生自我監(jiān)控能力的影響因素主要為學習動機、歸因方式、自我效能感、元認知策略等因素；中職生信息處理能力的影響因素主要為信息收集意識、信息收集能力等因素；中職生知識運用能力的影響因素主要為直接經(jīng)驗、情境感知能力、操作技能等因素：中職生交流協(xié)作技能的影響因素主要為交流協(xié)作意識、人際交往技能等主要因素。筆者通過對中職生自主學習能力表現(xiàn)與培養(yǎng)的影響因素的分析,從教師角度提出了對中職生自主學習能力培養(yǎng)的具有針對性的策略建議,主要集中在以下四個方面：從學習動機的激發(fā)、元認知策略的運用和意志品質(zhì)的堅定等方向培養(yǎng)中職生的自我監(jiān)控能力；從信息收集意識、信息收集能力和信息處理手段等方向培養(yǎng)中職生的信息處理能力；從教學目標的重新定位、教學內(nèi)容的呈現(xiàn)方式和教學實踐活動的開展等方向培養(yǎng)中職生的知識運用能力；從交流協(xié)作氛圍的營造和交流協(xié)作表達技巧的注重等方向培養(yǎng)中職生的交流協(xié)作能力。
[Abstract]:Secondary vocational education is an important part of Vocational and technical education, mainly including general secondary vocational schools, technical schools, vocational secondary education and various short-term vocational training. Since 2009, China has made secondary vocational education as the focus of education development and vigorously implemented, in order to enhance the attractiveness of secondary vocational education to students, gradually. To achieve free secondary vocational education, about 90% of secondary vocational students can enjoy an annual grant of 1500 yuan, which makes secondary vocational education in this year's education scale has made significant development. Requirements as a standard, students can meet the needs of social enterprises after graduation from school, competent for the task of the job. Because secondary vocational survival in poor consciousness, poor understanding ability, weak basic theoretical knowledge and other characteristics, schools must be based on the students'"near development zone" to arrange teaching, teaching content will inevitably be lagging behind. In order to improve the quality of secondary vocational education, meet the needs of social and economic development, and also provide students with a broader space for development, secondary vocational schools must strengthen the cultivation of secondary vocational students'autonomous learning ability. The cultivation of autonomous learning ability of secondary vocational school students is a research issue.
Firstly, the author makes a deep analysis of the relevant literature on self-regulated learning ability by using the method of literature. On the basis of the analysis of the results, the author constructs the self-regulated learning ability system of secondary vocational school students and explores the cultivation path of self-regulated learning ability of secondary vocational school students from the macro level, thus pointing out the direction for the follow-up study and laying a solid foundation. References to the existing questionnaires in the literature on students'autonomous learning ability system and autonomous learning ability have been compiled by the author. The performance and current situation of students' autonomous learning ability are analyzed from four dimensions: self-monitoring ability, information processing ability, knowledge application ability and communication and cooperation ability. On this basis, through the questionnaire survey of 160 students in Beibei Vocational Education Center and the processing of the survey data, the main problems of secondary vocational students'autonomous learning ability performance and status quo are obtained: low self-monitoring ability, low information processing ability, low knowledge application ability, low communication and cooperation ability, and so on. Secondary vocational school students'self-monitoring ability is mainly affected by learning motivation, attribution, self-efficacy, metacognitive strategies and other factors; Secondary vocational school students' information processing ability is mainly affected by information collection awareness, information collection ability and other factors; Secondary vocational school students'self-monitoring ability is mainly affected by information collection awareness, information collection ability, etc. The main influencing factors of knowledge application ability are direct experience, situational perception ability, operation skill and so on. The influencing factors of communication and cooperation skills of secondary vocational school students are mainly communication and cooperation consciousness, interpersonal communication skills and other major factors. This paper puts forward some specific strategies and suggestions for the cultivation of secondary vocational students'autonomous learning ability, mainly focusing on the following four aspects: Cultivating Secondary Vocational students' self-monitoring ability from the motivation of learning, the use of metacognitive strategies and the firm will quality; and Cultivating Secondary Vocational students'awareness of information collection, information collection ability and information processing means. To cultivate the information processing ability of secondary vocational students in the same direction; to cultivate the knowledge application ability of secondary vocational students from the reorientation of teaching objectives, the presentation of teaching content and the development of teaching practice activities; to cultivate the communication and cooperation ability of secondary vocational students from the construction of communication and cooperation atmosphere and the emphasis of communication and cooperation expression skills.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G712
本文編號：2249179
[Abstract]:Secondary vocational education is an important part of Vocational and technical education, mainly including general secondary vocational schools, technical schools, vocational secondary education and various short-term vocational training. Since 2009, China has made secondary vocational education as the focus of education development and vigorously implemented, in order to enhance the attractiveness of secondary vocational education to students, gradually. To achieve free secondary vocational education, about 90% of secondary vocational students can enjoy an annual grant of 1500 yuan, which makes secondary vocational education in this year's education scale has made significant development. Requirements as a standard, students can meet the needs of social enterprises after graduation from school, competent for the task of the job. Because secondary vocational survival in poor consciousness, poor understanding ability, weak basic theoretical knowledge and other characteristics, schools must be based on the students'"near development zone" to arrange teaching, teaching content will inevitably be lagging behind. In order to improve the quality of secondary vocational education, meet the needs of social and economic development, and also provide students with a broader space for development, secondary vocational schools must strengthen the cultivation of secondary vocational students'autonomous learning ability. The cultivation of autonomous learning ability of secondary vocational school students is a research issue.
Firstly, the author makes a deep analysis of the relevant literature on self-regulated learning ability by using the method of literature. On the basis of the analysis of the results, the author constructs the self-regulated learning ability system of secondary vocational school students and explores the cultivation path of self-regulated learning ability of secondary vocational school students from the macro level, thus pointing out the direction for the follow-up study and laying a solid foundation. References to the existing questionnaires in the literature on students'autonomous learning ability system and autonomous learning ability have been compiled by the author. The performance and current situation of students' autonomous learning ability are analyzed from four dimensions: self-monitoring ability, information processing ability, knowledge application ability and communication and cooperation ability. On this basis, through the questionnaire survey of 160 students in Beibei Vocational Education Center and the processing of the survey data, the main problems of secondary vocational students'autonomous learning ability performance and status quo are obtained: low self-monitoring ability, low information processing ability, low knowledge application ability, low communication and cooperation ability, and so on. Secondary vocational school students'self-monitoring ability is mainly affected by learning motivation, attribution, self-efficacy, metacognitive strategies and other factors; Secondary vocational school students' information processing ability is mainly affected by information collection awareness, information collection ability and other factors; Secondary vocational school students'self-monitoring ability is mainly affected by information collection awareness, information collection ability, etc. The main influencing factors of knowledge application ability are direct experience, situational perception ability, operation skill and so on. The influencing factors of communication and cooperation skills of secondary vocational school students are mainly communication and cooperation consciousness, interpersonal communication skills and other major factors. This paper puts forward some specific strategies and suggestions for the cultivation of secondary vocational students'autonomous learning ability, mainly focusing on the following four aspects: Cultivating Secondary Vocational students' self-monitoring ability from the motivation of learning, the use of metacognitive strategies and the firm will quality; and Cultivating Secondary Vocational students'awareness of information collection, information collection ability and information processing means. To cultivate the information processing ability of secondary vocational students in the same direction; to cultivate the knowledge application ability of secondary vocational students from the reorientation of teaching objectives, the presentation of teaching content and the development of teaching practice activities; to cultivate the communication and cooperation ability of secondary vocational students from the construction of communication and cooperation atmosphere and the emphasis of communication and cooperation expression skills.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G712
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本文編號：2249179
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