“社会文化—知识”理论视角下乡村小学生学习状态研究

发布时间：2018-03-16 11:26

本文选题：学习状态　切入点：乡村小学生　出处：《西南大学》2017年硕士论文　论文类型：学位论文

【摘要】：顺应乡村教育内涵式发展趋势,乡村小学生“学”的质量值得重视。当前在理论研究领域与教学实践过程中,乡村小学生学习研究主要局限于学习心理、学习活动的外部因素等方面,忽视对学习状态的关注。学习状态是学生参与学习时的注意状态、动机状态以及情绪状态等的总和,是学生面对知识时的主观状态。这一状态表征于学生,状态形成过程中包含着社会环境的影响。即状态可谓“结果”,而环境参与了促成这一结果的“过程”。因此,对于乡村小学生学习状态的探讨,应将乡村环境这一要素融入学习过程之中,全面审视学习活动。文献梳理、课堂观察以及师生访谈显示,尽管当前乡村小学生的学习状态存在诸多可取之处,但仍有许多问题需要进一步改进。其不足主要表现在:学习目标导向性有待加强;学习内容与学生个人经验、乡村环境的关联性有待增进;学习形式的系统化及其应用的灵活性有待改善。从研究的思维层面审视,解决上述问题需要摆脱简单思维以孤立、静态、点状方式思考问题的禁锢,立足“因果-动态”的思维方式与理论,即复杂思维下的“社会文化-知识”理论展开讨论,发挥复杂思维的关联性、系统性等优势。“社会文化-知识”理论将情境性视为心智的根本属性,强调心智是根据特定的社会环境通过自身经验去理解事物,在个体与环境相互作用的影响下得以实现的能力,而并不完全由个体单独发挥作用。“社会文化-知识”理论视角下的“学习”既涉及人的内心活动,又包含人所处社会环境对学习的影响,其功能体现于人与环境相互作用的过程中。以此审视上述问题产生的根本原因,可见,忽视乡村环境及其与学习的关系导致了乡村小学生表现出不良学习状态。基于以上分析,“乐学”应是乡村小学生的理想学习状态。即基于当前乡村环境,学生能够主动地参与学习活动,从中获取吻合自身经验的知识,并主动内化,积极反馈,实现乡村环境对学习过程的参与,进而摆脱当下不良学习状态的困扰。其实践路径需要根据当前的乡村环境和学生身心特点,实现在乡村环境中学生与知识的互动,进而改善以往学习状态的不良表现。立足“社会文化-知识”理论,乡村小学生乐学的实现需要多种途径。从学习个体与乡村环境的关系来看,乡村小学生的学习应体现其真正内涵,建立合理的学习起点,以此关注学习时的注意状态。使学生认识到学习之于自身的价值,激发其学习的持久动力,保持其适宜的动机水平。让学生利用乡村环境的资源优势体验多元学习形式,促进其保持良好的情绪状态。通过以上改善学习状态的实践路径以提升乡村小学生学习质量,彰显乡村教育特色,促进乡村小学生全面而个性化的发展。
[Abstract]:According to the trend of rural education, the quality of "learning" of rural primary school students is worthy of attention. At present, in the field of theoretical research and teaching practice, the study of rural primary school students is mainly confined to their learning psychology. The external factors of learning activities, such as ignoring the attention to the learning state, learning state is the sum of the attention state, motivation state and emotional state of students participating in learning, etc. It is the subjective state of the student when facing the knowledge. This state is represented by the student, and the formation of the state contains the influence of the social environment. That is, the state is the "result", and the environment is involved in the "process" of the result. To explore the learning state of rural primary school students, it is necessary to integrate the rural environment into the learning process, and to examine the learning activities in an all-round way, including literature review, classroom observation and interviews with teachers and students. Although there are many advantages in the learning state of rural primary school students, there are still many problems that need to be further improved. The main shortcomings are: the orientation of learning goals needs to be strengthened, the learning content and students' personal experience, The relevance of rural environment needs to be improved, the systematization of learning form and the flexibility of its application need to be improved. The point mode of thinking is confined, based on the "cause-dynamic" mode of thinking and theory, that is, the theory of "sociocultural knowledge" under complex thinking, to give play to the relevance of complex thinking. The theory of "sociocultural knowledge" regards situational as the fundamental attribute of the mind, emphasizing that the mind understands things through its own experience according to the specific social environment. The ability to be realized under the influence of the interaction between the individual and the environment is not completely played by the individual. "Learning" from the perspective of "sociocultural knowledge" theory involves the inner activities of human beings. It also includes the influence of the social environment on learning, and its function is reflected in the process of interaction between human and environment. Neglecting the rural environment and its relationship with learning results in the poor learning state of rural pupils. Based on the above analysis, the "happy learning" should be the ideal learning state of rural pupils, that is, based on the current rural environment, Students can actively participate in learning activities, acquire knowledge that matches their own experience, and actively internalize, actively feedback, and realize the participation of rural environment in the learning process. In order to get rid of the current bad learning state, its practical path needs to realize the interaction between middle school students and knowledge in rural environment according to the current rural environment and students' physical and mental characteristics. Based on the theory of "sociocultural knowledge", the realization of rural primary school students' music learning needs many ways. From the perspective of the relationship between individual learning and rural environment, The study of rural primary school students should embody its true connotation and establish a reasonable learning starting point, so as to pay attention to the state of attention in learning, so as to make students realize the value of learning to their own, and stimulate their lasting motivation of learning. To maintain their appropriate motivation level. Let students use the resource advantages of the rural environment to experience multiple learning forms, promote them to maintain a good emotional state. Through the above practice path to improve the learning status of rural primary school students to improve the quality of learning, To highlight the characteristics of rural education and promote the overall and personalized development of rural pupils.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.0

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