成人网络学习障碍及其对策研究
摘要
成人网络学习作为一种全新的学习方式自诞生以来就备受人们关注,它为学习者提供了崭新的学习支持平台。网络学习的兴起使学习走向非线性化,打破时间、空间、容量的限制,使学习更有弹性,更人性化,且能有效分享学习经验和知识。但是,我们应客观地看待成人网络学习。实践表明成人网络学习的实效同我们的预期值存在一定的差距,成人网络学习中存在的诸多障碍是造成这种局面的主要原因。
为全面、准确地把握当前成人网络学习的主要障碍,我们参照已有的研究制定了成人网络学习情况的调查问卷,对成人网络学习情况展开调查,运用统计分析软件SPSS对调查数据的进行了统计分析,总结出当前成人网络学习障碍,在借鉴已有研究成果的基础上,针对调查的实际情况和成人自身的特点提出了相应的解决策略。
引言部分,首先,阐明了研究的缘起、研究的实践价值以及理论意义。其次,对国内外关于成人网络学习障碍的研究成果进行了梳理。再次,对论文的研究思路和整体框架进行了简要的概述。
论文的第一部分对学习障碍和网络学习障碍这两个基本概念的缘起、发展情况进行了介绍和梳理,并在此基础上引申出本论文的研究主题——成人网络学习障碍。
论文的第二部分就调查的筹划与实施加以描述,包括调查问卷的设计、调查的开展以及问卷的回收情况等。
论文的第三部分着重对调查所得的数据进行分析处理,主要是进行整体分析和交叉分析,依据对成人网络学习障碍的理解,在数据分析的基础上探究当前成人在进行网络学习时遇到的障碍。根据调查数据的分析得出当前成人网络学习的主要障碍来自三个方面:社会环境因素、成人自身因素和网络教育因素。并对障碍产生的根源进行深层次的探求。
论文的第四部分在参照第三部分的调查数据和分析结果的基础上,有针对性地提出了培育良好的成人网络学习环境;针对成人自身的因素制定合理的对策和完善成人网络教育体系等破解成人网络学习障碍的策略。
Adult network learning has drawn great concern since its appearance as a kind of brand-new learning style because it shows a completely new learning support platform for adult learners.The rise of network learning breaks the time,space and capacity limits,which makes learning toward non-linear zation and become more flexible and humanized and we could also share learning experiences and knowledge effectively.However,we should regard adult network learning objectively.Practice shows that there is a gap between the actual effect of adult network learning and our predictive value,many obstacles exist in adult network learning are the main reasons why.
In order to grasp the main obstacles in current adult network learning comprehensively and precisely,we make investigation questionnaire about adult network learning situations referring to the previous research,analyze the data collected in investigation by SPSS software, summarize the obstacles in current adult network learning,and present some ideas and suggestions along with the actual practice of our investigation and the characteristic of adults correspondingly.
The introduction firstly illustrates the origin,practical value and theoretical significance of the research.Secondly,it organizes the research results about adult network learning obstacles at home and abroad.Thirdly,it summarizes the research thinking and overall framework of this thesis briefly.
The fist section gives an introduction and combing of the origin and development situation of the basic conception of learning obstacles and network learning obstacles,and then on this foundation it induces the research object-adult internet learning obstacles.
The second section descibes the planning and implementation of the investigation,which includes the designing of investigation questionnaire,the development of the investigation and the recovery of the questionnaire and so on.
The third section lays emphasis on analyzing the data collected in the investigation which are integral analysis and cross analysis mainly to survey the obstacles exist in adult network learning under the comprehension of adult network learning and the analysis of the data.It is concluded that the current adult network learning obstacles are mainly from three aspects:social environmental factor,adult's characteristic factor and network education factor.In attention to, there is a deeper study for the root why these obstacles happened.
The fourth section presents some countermeasures dealing with adult network learning obstacles based on the investigation data and analysis results in Section Three.For instance, cultivate good environment for adult network learning,take reasonable measures according to the feature of adults and perfect adult network education system.
为全面、准确地把握当前成人网络学习的主要障碍,我们参照已有的研究制定了成人网络学习情况的调查问卷,对成人网络学习情况展开调查,运用统计分析软件SPSS对调查数据的进行了统计分析,总结出当前成人网络学习障碍,在借鉴已有研究成果的基础上,针对调查的实际情况和成人自身的特点提出了相应的解决策略。
引言部分,首先,阐明了研究的缘起、研究的实践价值以及理论意义。其次,对国内外关于成人网络学习障碍的研究成果进行了梳理。再次,对论文的研究思路和整体框架进行了简要的概述。
论文的第一部分对学习障碍和网络学习障碍这两个基本概念的缘起、发展情况进行了介绍和梳理,并在此基础上引申出本论文的研究主题——成人网络学习障碍。
论文的第二部分就调查的筹划与实施加以描述,包括调查问卷的设计、调查的开展以及问卷的回收情况等。
论文的第三部分着重对调查所得的数据进行分析处理,主要是进行整体分析和交叉分析,依据对成人网络学习障碍的理解,在数据分析的基础上探究当前成人在进行网络学习时遇到的障碍。根据调查数据的分析得出当前成人网络学习的主要障碍来自三个方面:社会环境因素、成人自身因素和网络教育因素。并对障碍产生的根源进行深层次的探求。
论文的第四部分在参照第三部分的调查数据和分析结果的基础上,有针对性地提出了培育良好的成人网络学习环境;针对成人自身的因素制定合理的对策和完善成人网络教育体系等破解成人网络学习障碍的策略。
Adult network learning has drawn great concern since its appearance as a kind of brand-new learning style because it shows a completely new learning support platform for adult learners.The rise of network learning breaks the time,space and capacity limits,which makes learning toward non-linear zation and become more flexible and humanized and we could also share learning experiences and knowledge effectively.However,we should regard adult network learning objectively.Practice shows that there is a gap between the actual effect of adult network learning and our predictive value,many obstacles exist in adult network learning are the main reasons why.
In order to grasp the main obstacles in current adult network learning comprehensively and precisely,we make investigation questionnaire about adult network learning situations referring to the previous research,analyze the data collected in investigation by SPSS software, summarize the obstacles in current adult network learning,and present some ideas and suggestions along with the actual practice of our investigation and the characteristic of adults correspondingly.
The introduction firstly illustrates the origin,practical value and theoretical significance of the research.Secondly,it organizes the research results about adult network learning obstacles at home and abroad.Thirdly,it summarizes the research thinking and overall framework of this thesis briefly.
The fist section gives an introduction and combing of the origin and development situation of the basic conception of learning obstacles and network learning obstacles,and then on this foundation it induces the research object-adult internet learning obstacles.
The second section descibes the planning and implementation of the investigation,which includes the designing of investigation questionnaire,the development of the investigation and the recovery of the questionnaire and so on.
The third section lays emphasis on analyzing the data collected in the investigation which are integral analysis and cross analysis mainly to survey the obstacles exist in adult network learning under the comprehension of adult network learning and the analysis of the data.It is concluded that the current adult network learning obstacles are mainly from three aspects:social environmental factor,adult's characteristic factor and network education factor.In attention to, there is a deeper study for the root why these obstacles happened.
The fourth section presents some countermeasures dealing with adult network learning obstacles based on the investigation data and analysis results in Section Three.For instance, cultivate good environment for adult network learning,take reasonable measures according to the feature of adults and perfect adult network education system.
引文
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[1][2][3][4]邓猛.从美国学习障碍定义演变的角度探索其理论分析框架[J].中国特殊教育,2004,(2):59-61.
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[1]Beverly Abbey.网络教育[M].北京:中国轻工业出版社,2003,306.
[1]孙晓梅,黄金光.网络课程模糊综合评价系统的设计及开发[J].教育信息化,2004,(11):37-38.
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[2]SAATY T L.A Scaling Methord for Priorities in Hierachical Structures[J].Journal of Mathematical Psychology,1977,15(3):34-281.
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[1][2][3][4]邓猛.从美国学习障碍定义演变的角度探索其理论分析框架[J].中国特殊教育,2004,(2):59-61.
[1]Kirk,S.A.Educating Exceptional Children.Boston,MA:Houghton Mifflin,1962.
[2]Kavale,K.A.,Forness,S.R.What Definition of Learning Disability Say and Don't Say:A critical Analysis.Journal of Learning Disabilities,2000,33(3):239-256.
[3]陶文庆.学习障碍的定义、分类、原因和矫正[EB/OL].http://t5105.xiloo.com/zangaixz.htm.2003-04-04/2007-10-10.
[1]达肯沃尔德,梅里安著,刘宪之等译.成人教育——实践的基础[M].北京:教育科学出版社,1986.148.
[1]Major Owens.State Government and Libraries.Library Journal 101(I January 1976),p.27.
[1]Zurkowski,p.The Information Service Environment Relationships and Priorities.US National Commission on Libraries and Information Science,1974.
[2]Information Power:Building Partnerships for Learning,AASL;AECT,1998.
[3]王东平.青少年的信息素养与信息素养教育[J].郑州铁路职业技术学院学报,2004,(9):16.
[1]叶澜等.全球化、信息化背景下的中国基础教育改革研究报告集[C].上海:华东师范大学出版社,2004.164.
[1]Beverly Abbey.网络教育[M].北京:中国轻工业出版社,2003,306.
[1]孙晓梅,黄金光.网络课程模糊综合评价系统的设计及开发[J].教育信息化,2004,(11):37-38.
[2]ZZDEH L A.Fuzzy inf control[J].IEEE,1965,8:338-353.
[3]SAATY T L.A scaling methord for priorities in Hierachical structures[J].Journal of Mathematical Psychology,1977,15(3):34-281.
[1]李洪波,胡建兵.网络学习的评价模式[J].电化教育研究,2004,5:47-50.
[2]SAATY T L.A Scaling Methord for Priorities in Hierachical Structures[J].Journal of Mathematical Psychology,1977,15(3):34-281.
[1]ZZDEH L A.Fuzzy inf Control[J].IEEE,1965,8:338-353.
[2]刘力红,王晓平,吴迪起.E-learning系统中学习评价的研究[J].计算机工程与应用,2005,41(34):34-281.
[1]王云,史浩山.一种极具模糊理论的个性化网络学习系统[J].计算机工程与应用,2005,42(21):8-10.
[1]周智毅.网络学习与教育变革[M].杭州:浙江大学出版社,2006.
[2]高志敏等.成人教育社会学[M].石家庄:河北教育出版社,2006.
[3]黄富顺.成人学习[M].台北:五南图书出版公司,2002.
[4]高志敏等.终身教育、终身学习与学习化社会[M].上海:华东师范大学出版社,2005.
[5]陈丽.远程教育学基础[M].北京:高等教育出版社,2004.
[6]垄祥国.现代远程教育一一数字化学习技能[M].北京:科学出版社,2003.
[7]方德葵.虚拟大学——现代远程教育理论与实践[M].北京:中国广播电视大学出版社,2003.
[8]武法提.网络教育应用[M].北京:高等教育出版社,2003.
[9]王以宁.网络教育应用[M].北京:高等教育出版社,2003.
[10][美]Beverly Abbey主编,丁兴富等译.网络教育[M].北京:中国轻工业出版社,2003.
[11]Priscilla Norton & Karin M.Wiburg著,吴洪健,倪男奇译.信息技术与教学创新[M].北京:中国轻工业出版社,2002.
[12]高艳.现代教学方法导论[M].北京:学苑出版社,2001.
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