成人自我导向学习研究

发布时间：2018-08-24 17:19

【摘要】：自我导向学习是成人教育者们用来界定成人教育作为实践性专业重要的理论之一,在成人教育理论和实践领域扮演重要的角色。在践行终身学习理念,推进终身学习的时代进程中,为了使成人的学习活动,特别是有组织的学习活动走向成功并获得成功,不仅需要成人树立新的学习态度,确立新的学习观念,更重要的是要使学习者获得学习活动所需要的各种能力,特别是自我学习的能力。因此,探讨成人自我导向学习的倾向、动机和特点对实现终身学习使命和构建学习型社会具有重要的理论价值和现实价值。本文以文献研究和统计分析为主要方法,通过实证研究,探讨成人自我导向学习的倾向、特征、因素和模型。本文主要分为五大部分。第一部分为绪论。主要介绍了论文研究背景、意义、目的和主要研究方法。第二部分为理论综述部分。在对国外相关学者的自我导向学习概念解读基础上,界定了自我导向学习的概念内涵。同时,论文通过对国内外有关自我导向学习研究成果的综述和分析,从而阐述本论文研究的前提和必要性并揭示了成人自我导向学习演变过程,并剖析了成人自我导向学习相关特点。第三部分为实证部分。本文以台湾学者设计的自我导向学习量表为基础,以效率学习、喜爱学习、主动学习、独立学习、创造学习、学习动机为调查标准,对被测群体的自我导向倾向、特征和影响因素进行探究。调查发现,成人具有较强的自我导向学习的倾向,成人在喜爱学习、主动学习、学习动机三个维度具有明显差异。第四部分为模型构建部分。通过统计分析,本文发现,学习者自身、学习环境和学习活动对于成人自我导向学习具有重要影响。在借鉴前人研究成果基础上,根据统计分析的结果,该部分构建了以学习者为中心的成人自我导向学习模型。该模型主要分为七大要素：(1)明确问题；(2)明确学习需求：(3)整合学习资源；(4)规划学习,安排学习进程；(5)开展学习;(6)展现学习成果；(7)评价、反馈。该模型特征主要体现在：(1)以学习者为中心,突出成人学习特点；(2)流程设计系统化；(3)稳定性和流畅性;(4)操作性；(5)高效性。第五部分为结语部分。该部分主要总结本研究主要观点、成果以及本研究存在的问题,同时对未来的成人自我导向学习研究方向提出建议。
[Abstract]:Self-directed learning is one of the important theories used by adult educators to define adult education as a practical specialty and plays an important role in the field of theory and practice of adult education. In the process of practicing lifelong learning and promoting lifelong learning, in order to make adult learning activities, especially organized learning activities, successful and successful, it is not only necessary for adults to establish a new learning attitude. To establish a new concept of learning, it is more important to enable learners to acquire all kinds of abilities needed for learning activities, especially the ability to learn by themselves. Therefore, it is of great theoretical and practical value to explore the propensity, motivation and characteristics of adult self-directed learning in order to realize the mission of lifelong learning and to construct a learning-oriented society. Based on literature research and statistical analysis, this paper discusses the tendency, characteristics, factors and models of adult self-directed learning through empirical research. This paper is divided into five parts. The first part is the introduction. This paper mainly introduces the research background, significance, purpose and main research methods. The second part is the theoretical summary. Based on the interpretation of foreign scholars' concept of self-oriented learning, this paper defines the connotation of self-oriented learning. At the same time, by summarizing and analyzing the research results of self-directed learning at home and abroad, the thesis expounds the premise and necessity of this research and reveals the evolution process of adult self-oriented learning. The related characteristics of adult self-directed learning are analyzed. The third part is the empirical part. Based on the self-directed learning scale designed by Taiwanese scholars, the self-directed tendency of the subjects was investigated according to the criteria of efficiency learning, love learning, active learning, independent learning, creative learning and learning motivation. The characteristics and influencing factors are explored. It is found that adults have a strong tendency of self-directed learning, and there are significant differences in three dimensions: liking learning, active learning and learning motivation. The fourth part is the model construction part. Through statistical analysis, it is found that learners themselves, learning environment and learning activities play an important role in adult self-directed learning. Based on the previous research results and the results of statistical analysis, this part constructs a learner-centered adult self-directed learning model. The model is divided into seven main elements: (1) clear problems; (2) clear learning needs; (3) integration of learning resources; (4) planning learning, arranging learning process; (5) carrying out learning; (6) presenting learning results; (7) evaluation, feedback. The main features of the model are as follows: (1) Learner-centered learning characteristics; (2) process design systematization; (3) stability and fluency; (4) operability; (5) high efficiency. The fifth part is the conclusion. This part summarizes the main points, achievements and problems of this study, and puts forward some suggestions for the future research direction of adult self-oriented learning.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G720

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