大学生社会化学习的影响因素研究

发布时间：2018-03-08 23:19

本文选题：Web　切入点：2.0　出处：《江苏师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：Web 2.0时代,网络学习资源、开放教育资源等共享机制能够服务于传统教学,使得大学生能够在日常的社会活动中接触到丰富的、碎片化的学习资源,促进了大学生网络社会化学习方式的形成。但是,当代大学生并没有完全意识到社会化学习环境所带来的便捷之处,如何提高他们自身的认识以及提升他们的学习适应能力成为当前教育工作的研究重点。首先,本文分析了国内外的相关理论研究,发现社会化学习方面仍存在不足之处,并没有形成系统的理论体系。通过对当前大学生社会化学习现状的分析,本文最终定位于大学生社会化学习的影响因素研究上面。笔者根据对社会化学习的深入认识,分析借鉴了交互学习理论和计划行为理论,并且结合当代大学生社会化学习的现状,提出大学生社会化学习在个人维度和环境维度的影响因素,共包括社会化学习的个人经验、情感、自我效能、学习期望、社会认知、榜样作用、资源质量和平台性能八个具体的因素。其次,本文对社会化学习的影响因素做深入分析和概念界定,借鉴并参考了国内外相关研究的成熟量表,结合社会化学习的相关特性,编制研究量表。以江苏师范大学本科生为研究对象收集数据,具有良好的信度和效度。借助AMOS软件,采用结构方程模型的分析方法进一步验证本研究提出的影响因素具有较高的结构性和实用性,可以应用于指导当代大学生的社会化学习。最后,针对本研究提出的影响因素,设计并应用了基于新浪微群的社会化学习课程。经过一学期58课时的课程教学实践,该班级同学在新浪微群中共发布1454条学习微博以及1400条互动回复,极大的增加了大学生在学习过程中的自主性和互动性,再次验证本研究提出的影响因素的科学性与实用性。在此基础上,结合教学实践与理论研究,提出基于学习者和教育者不同方面的学习与教育策略,以期提升大学生社会化学习的适应能力。
[Abstract]:In the era of Web 2.0, the sharing mechanism such as network learning resources and open education resources can serve the traditional teaching, and enable college students to have access to abundant and fragmented learning resources in their daily social activities. It has promoted the formation of network socialized learning methods for college students. However, contemporary college students are not fully aware of the convenience brought about by the socialized learning environment. How to improve their own understanding and improve their learning adaptability has become the focus of the current educational work. Firstly, this paper analyzes the relevant theoretical research at home and abroad, and finds that there are still shortcomings in socialized learning. There is no systematic theoretical system. By analyzing the present situation of socialized learning of college students, this paper finally focuses on the study of the influencing factors of socialized learning of college students. Based on the theory of interactive learning and the theory of planning behavior, and combining with the present situation of contemporary college students' socialized learning, this paper puts forward the influence factors of college students' socialized learning in personal dimension and environmental dimension, which includes the personal experience of socialized learning. Emotion, self-efficacy, learning expectation, social cognition, role model, resource quality and platform performance are eight specific factors. Using the mature scale of relevant research at home and abroad for reference and combining the relevant characteristics of socialized learning, the research scale is compiled. The data collected from undergraduate students of Jiangsu normal University are of good reliability and validity. The structural equation model is used to further verify that the influence factors proposed in this study are of high structure and practicability, and can be applied to guide the socialization learning of contemporary college students. Finally, in view of the influence factors proposed in this study, The socialized learning course based on Sina micro-group was designed and applied. After 58 class hours of teaching practice, the class issued 1454 learning Weibo and 1,400 interactive replies in Sina micro-group. It greatly increases the autonomy and interactivity of college students in the process of learning, and verifies again the scientific and practical nature of the influencing factors proposed in this study. On this basis, combined with teaching practice and theoretical research, This paper puts forward learning and education strategies based on different aspects of learners and educators in order to improve the adaptability of college students to socialized learning.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434

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