成人“学习能量”初探
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摘要
"学习能量"与学习倾向、态度和价值观有关,它对成人学习者进行有效学习具有重要意义。通过对成人"学习能量"的研究,可以帮助我们从理论上把握成人有效学习的规律,从而激发成人学习者的能动性,为成人教育的课程、教学法改革以及成人进行有效学习提供有力的实践指导。
Learning power is related to learning tendency, attitude and values. It's very important for adult learners to learn effectively. Through the study of adult's learning power, it can help us to grasp the discipline of adult effective learning in theory, so as to stimulate the initiative of adult learners and provide effective practical guidance to the reform of curriculum of adult education, teaching method and effective learning for adults.
Learning power is related to learning tendency, attitude and values. It's very important for adult learners to learn effectively. Through the study of adult's learning power, it can help us to grasp the discipline of adult effective learning in theory, so as to stimulate the initiative of adult learners and provide effective practical guidance to the reform of curriculum of adult education, teaching method and effective learning for adults.
引文
[1]任凯,鲁思·迪肯·克瑞克.探索有效终身学习之指标:“学习能量”及其动态测评[J].教育学报,2011(6):84—90.
[2][17][18]施良方.学习论[M].北京:人民教育出版社,2001:5,215—217,222..
[3][24][美]简妮·爱丽丝·奥姆罗德.学习心理学:第6版[M].汪玲,李燕平,等译.北京:中国人民大学出版社,2015:5,359—372.
[4][7][10][英]Deakin Crick,R.Learning power in practice:a guide for teachers[M].London:Paul Chapman,2006:4—5.
[5][英]赫·斯宾塞.斯宾塞教育论著选[M].胡毅,王承绪,译.北京:人民教育出版社,1995:42.
[6][8][9][英]Deakin Crick,R.Learning how to learn:The dynamic assessment of learning power[J].Curriculum Journal,2007,18(2).
[11]任凯,蒂姆·斯莫奥.如何激发学生的学习能量[J].课程·教材·教法,2013(2):29—34.
[12]张维.国际成人教育比较研究[M].北京:工商出版社,1996:29.
[13]侯晓倩,赵兴国.成人学习特点及其学习策略生成的途径探讨[J].成人教育,2009(4):42—43.
[14]Bidjerano,T.& Dai,D.Y.The relationship between the big-five model of personality and self-regulated learning strategies[J].Learning and Individual Difference,2007,17(1).
[15]张军凤.有效学习:基于行为主义学习理论[J].天津市教科院学报,2012(4):59—61.
[16]Mezirow J.Transformative learning as discourse[J].Journal of Transformative Education,2003(1):58—63.
[19][美]马尔科姆·诺尔斯.现代成人教育实践[M].蔺延梓,译.北京:人民教育出版社,1989:49.
[20]Deakin Crick,R,Yu G.The effective lifelong learning inventory(ELLI):Is it valid reliable as an assessment tool?[J].Educational Research,2008(4):387—402.
[21][苏联]维果茨基.维果茨基教育论著选[M].余震球,选译.北京:人民教育出版社,1994:377.
[22]东尼·博赞.思维导图[M].北京:中信出版社,2009:10.
[23]杰森·R.瑞奇.头脑风暴[M].北京:金城出版社,2009:29—30.
[2][17][18]施良方.学习论[M].北京:人民教育出版社,2001:5,215—217,222..
[3][24][美]简妮·爱丽丝·奥姆罗德.学习心理学:第6版[M].汪玲,李燕平,等译.北京:中国人民大学出版社,2015:5,359—372.
[4][7][10][英]Deakin Crick,R.Learning power in practice:a guide for teachers[M].London:Paul Chapman,2006:4—5.
[5][英]赫·斯宾塞.斯宾塞教育论著选[M].胡毅,王承绪,译.北京:人民教育出版社,1995:42.
[6][8][9][英]Deakin Crick,R.Learning how to learn:The dynamic assessment of learning power[J].Curriculum Journal,2007,18(2).
[11]任凯,蒂姆·斯莫奥.如何激发学生的学习能量[J].课程·教材·教法,2013(2):29—34.
[12]张维.国际成人教育比较研究[M].北京:工商出版社,1996:29.
[13]侯晓倩,赵兴国.成人学习特点及其学习策略生成的途径探讨[J].成人教育,2009(4):42—43.
[14]Bidjerano,T.& Dai,D.Y.The relationship between the big-five model of personality and self-regulated learning strategies[J].Learning and Individual Difference,2007,17(1).
[15]张军凤.有效学习:基于行为主义学习理论[J].天津市教科院学报,2012(4):59—61.
[16]Mezirow J.Transformative learning as discourse[J].Journal of Transformative Education,2003(1):58—63.
[19][美]马尔科姆·诺尔斯.现代成人教育实践[M].蔺延梓,译.北京:人民教育出版社,1989:49.
[20]Deakin Crick,R,Yu G.The effective lifelong learning inventory(ELLI):Is it valid reliable as an assessment tool?[J].Educational Research,2008(4):387—402.
[21][苏联]维果茨基.维果茨基教育论著选[M].余震球,选译.北京:人民教育出版社,1994:377.
[22]东尼·博赞.思维导图[M].北京:中信出版社,2009:10.
[23]杰森·R.瑞奇.头脑风暴[M].北京:金城出版社,2009:29—30.