项目式与体验式教学对大学生职场即战能力的影响——基于广州大学城在校学生的实证研究
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摘要
大学毕业生的职场即战能力整体上难以满足用人单位的预期,存在学用落差的现象。虽然有许多文献都指出提升职场即战能力的重要性,但鲜有就项目式与体验式教学对大学生职场即战能力的影响进行实证研究。采用实证研究方法从教与学的视角探索提升大学生职场即战能力的方式和机制。结论表明,教师采用体验式教学和项目式教学能够强化大学生的学习动机和自主学习能力,进而提升大学生的职场即战能力。
The job engagement competencies of ready-to-graduate students are difficult to meet the expectations of employers as a whole,with the phenomena of the learning-employing gaps.Although there are many references to the importance of improving the job engagement competencies,few studies analyze their ways and influential mechanisms.This study explores how to improve job engagement competencies with empirical research.The research finds that the two teaching ways such as experienced-teaching and programmed-teaching can have significantly positive influences on students' job engagement competencies through mediating effects of their learning motivation and self-learning capabilities.
The job engagement competencies of ready-to-graduate students are difficult to meet the expectations of employers as a whole,with the phenomena of the learning-employing gaps.Although there are many references to the importance of improving the job engagement competencies,few studies analyze their ways and influential mechanisms.This study explores how to improve job engagement competencies with empirical research.The research finds that the two teaching ways such as experienced-teaching and programmed-teaching can have significantly positive influences on students' job engagement competencies through mediating effects of their learning motivation and self-learning capabilities.
引文
[1]大前研一.即战能力[M].何鹏,译.北京:中信出版社,2007.
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[4]张朝清,叶怡屏.大学准毕业生“即战能力”概念的内涵之探索性研究[J].辅仁管理评论,2014,21(1):61-86.
[5]汪建丰,沈月娣,孙和平.本科专业理论课程实施项目式教学的理论与实践[J].现代教育科学,2012(6):52-56.
[6]Powell P.,Weenk W.Project-led Engineering Education[M].Utrecht:Lemma Publishers,2003.
[7]Kilpatrick W.H.The Project Method[J].Teachers College Record,1918(19):319-335.
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[9]陈舒媛.体验式教学法在大学生职业生涯规划课程的应用[J].长江工程职业技术学院学报,2015(6):75-77.
[10]于晓丹.体验式教学法在大学生职业发展与就业指导中的运用[J].西部素质教育,2016(8):64.
[11]杨芳.学习动机的激发与课堂教学的优化[J].中国教育学刊,2002(2):42-44.
[12]Merriam B.S.,Caffarella S.R.Learning in Adulthood[M].Jossey-Bass,San Francisco,CA,1991.
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[14]庞维国.论学生的自主学习[J].华东师范大学学报(教育科学版),2001(2):78-83.
[15]刘承火昆.促进大学生自主学习的教学模式探究[J].中国高等教育,2011(17):58-59.
[16]Sandra Raquel,Goncalves Fernandes.Preparing Graduates for Professional Practice:Findings from a Case Study of Project-Based Learning[J].Procedia-Social and Behavioral Sciences,2014,139:219-226.
[17]李敦杰.关于“体验式”教学形式的研究[J].教育探索,2009(7):145-146.
[18]王英凯.大学生自主学习能力与就业能力的融合路径研究[J].教育教学论坛,2016(36):26-27.
[19]房彦慧.体验式教学法在大学生就业能力培训中的应用[J].文化学刊,2016(5):142-144.
[20]陆根书,韦娜.大学教师教学观与大学生学习风格的相关研究[J].教学研究,2010,3(1):1-12.
[21]张俐,张霞,刘云波,等.大学生自主学习能力评价指标及测评量表的研究[J].中国高等医学教育,2014(1):11-12.
[22]于泳.体验式教学模式对网络课程平台学习效率的影响研究[D].沈阳:沈阳师范大学,2016.
[23]秦亚欧,刘宝瑞.采用“项目学习法”构建高校学生信息素质8W教学模型[J].图书馆学研究,2008(6):46-50.
[24]Fornell C.,Larcker D.F.Structural Equation Models with Unobservable Variables and Measurement Error:Algebra and Statistics[J].Journal of Marketing Research,1981,18:382-388.
[2]石伟平.比较职业技术教育[M].上海:华东师范大学出版社,2001.
[3]Jackson D.An International Profile of Industry-Relevant Competencies and Skills Gaps in Modern Graduates[J].International Journal of Management Education,2009,8(1):85-98.
[4]张朝清,叶怡屏.大学准毕业生“即战能力”概念的内涵之探索性研究[J].辅仁管理评论,2014,21(1):61-86.
[5]汪建丰,沈月娣,孙和平.本科专业理论课程实施项目式教学的理论与实践[J].现代教育科学,2012(6):52-56.
[6]Powell P.,Weenk W.Project-led Engineering Education[M].Utrecht:Lemma Publishers,2003.
[7]Kilpatrick W.H.The Project Method[J].Teachers College Record,1918(19):319-335.
[8]Krajcik J.S.,Blumenfeld P.C.,Mrak R.W.,Soloway E.A Collaborative Model for Helping Middle Class Science Teachers Learn Project-Based Instruction[J].The Elementary School Journal,1994(94):483-497.
[9]陈舒媛.体验式教学法在大学生职业生涯规划课程的应用[J].长江工程职业技术学院学报,2015(6):75-77.
[10]于晓丹.体验式教学法在大学生职业发展与就业指导中的运用[J].西部素质教育,2016(8):64.
[11]杨芳.学习动机的激发与课堂教学的优化[J].中国教育学刊,2002(2):42-44.
[12]Merriam B.S.,Caffarella S.R.Learning in Adulthood[M].Jossey-Bass,San Francisco,CA,1991.
[13]James-Gordon Y.,Bal J.The Emerging Self-Directed Learning Methods for Design Engineers[J].The Learning Organization,2003(10):63-69.
[14]庞维国.论学生的自主学习[J].华东师范大学学报(教育科学版),2001(2):78-83.
[15]刘承火昆.促进大学生自主学习的教学模式探究[J].中国高等教育,2011(17):58-59.
[16]Sandra Raquel,Goncalves Fernandes.Preparing Graduates for Professional Practice:Findings from a Case Study of Project-Based Learning[J].Procedia-Social and Behavioral Sciences,2014,139:219-226.
[17]李敦杰.关于“体验式”教学形式的研究[J].教育探索,2009(7):145-146.
[18]王英凯.大学生自主学习能力与就业能力的融合路径研究[J].教育教学论坛,2016(36):26-27.
[19]房彦慧.体验式教学法在大学生就业能力培训中的应用[J].文化学刊,2016(5):142-144.
[20]陆根书,韦娜.大学教师教学观与大学生学习风格的相关研究[J].教学研究,2010,3(1):1-12.
[21]张俐,张霞,刘云波,等.大学生自主学习能力评价指标及测评量表的研究[J].中国高等医学教育,2014(1):11-12.
[22]于泳.体验式教学模式对网络课程平台学习效率的影响研究[D].沈阳:沈阳师范大学,2016.
[23]秦亚欧,刘宝瑞.采用“项目学习法”构建高校学生信息素质8W教学模型[J].图书馆学研究,2008(6):46-50.
[24]Fornell C.,Larcker D.F.Structural Equation Models with Unobservable Variables and Measurement Error:Algebra and Statistics[J].Journal of Marketing Research,1981,18:382-388.