中职生自主学习能力培养问题与对策研究

发布时间：2018-09-18 21:47

【摘要】：中等职业教育是职业技术教育的重要组成部分,主要包括普通中等专业学校、技工学校、职业中学教育及各种短期职业培训等。自2009年始,中国将中等职业教育作为教育发展重点而大力推行,为了提升中等职业教育对学生的吸引性,逐步实现对中等职业教育免费,每年约90%的中职生能够享受每年1500元的助学金,这使得中等职业教育在这儿年中的教育规模取得重大发展。中等职业教育以服务为宗旨、以就业为导向,对学生的培养必须以技能的掌握为主,以企业对人才的要求为标准,学生从学校毕业后才能够满足社会企业的需求,胜任工作岗位的任务。由于中职生存在自觉性差、理解能力差、基础理论知识薄弱等特点,学校必须根据学生的“最近发展区”来安排课程教学,教学内容难免会存在滞后性的特点,学生就必须充分利用课余时间通过自主学习来扩充自己的知识量。为了提高中等职业教育质量,适应社会经济发展的需要,同时也为学生提供更广阔的发展空间,中等职业学校必须加强中职生自主学习能力的培养。基于此,本文选择中职生自主学习能力的培养作为研究问题。笔者首先采取文献法对自主学习能力的相关文献进行深度分析,在分析结果的基础上从宏观层面构建中职生自主学习能力体系和探寻中职生自主学习能力的培养路径,从而为后续的研究指明方向以及奠定坚实的基础。接着,借助中职生自主学习能力体系和自主学习能力相关文献中已有问卷的参考自编了《中职生自主学习能力表现与现状调查问卷》,从自我监控能力、信息处理能力、知识运用能力、交流协作能力四个维度来解析当前的中职生自主学习能力表现与现状。在此基础上,通过对北碚职业教育中心的160名学生进行问卷调查以及对调查数据进行处理,得出了中职生自主学习能力表现与现状的主要问题：自我监控能力低、信息处理能力低、知识运用能力低、交流协作能力低等,并对中职生自主学习能力表现与现状的主要问题进行影响因素分析。中职生自我监控能力的影响因素主要为学习动机、归因方式、自我效能感、元认知策略等因素；中职生信息处理能力的影响因素主要为信息收集意识、信息收集能力等因素；中职生知识运用能力的影响因素主要为直接经验、情境感知能力、操作技能等因素：中职生交流协作技能的影响因素主要为交流协作意识、人际交往技能等主要因素。笔者通过对中职生自主学习能力表现与培养的影响因素的分析,从教师角度提出了对中职生自主学习能力培养的具有针对性的策略建议,主要集中在以下四个方面：从学习动机的激发、元认知策略的运用和意志品质的坚定等方向培养中职生的自我监控能力；从信息收集意识、信息收集能力和信息处理手段等方向培养中职生的信息处理能力；从教学目标的重新定位、教学内容的呈现方式和教学实践活动的开展等方向培养中职生的知识运用能力；从交流协作氛围的营造和交流协作表达技巧的注重等方向培养中职生的交流协作能力。
[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.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G712

【参考文献】