新型职业农民职业化进程中的学习策略研究
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摘要
新型职业农民职业化是一个持续、动态的发展过程,在该过程中,学习扮演着重要的角色,能够帮助其开发职业专长。研究发现,新型职业农民在职业化进程中的学习偏好与其个体特性息息相关,且在职业化进程的不同阶段呈现出不同的策略偏好。在新型职业农民职业化进程中,需要明确新型职业农民的主体地位,创设有效的学习环境;遵循新型职业农民的个体特征,激发内在的学习潜能;满足新型职业农民的学习诉求,提供适宜的学习策略,从而提升学习效率,促进他们的职业化发展。
The professionalization of new professional peasants is a continuous and dynamic development process. In the process,learning plays an important role in developing expertise. The findings demonstrate that the learning preference of new professional farmers in the process of professionalization is closely related to their individual characteristics,and they will show different strategic preferences in different stages of the professional process.Therefore,in the process of professionalization of new professional farmers,it is necessary to define the subject status of new professional farmers and create an effective learning environment,follow the individual characteristics of the new professional farmers and stimulate their inherent learning potential,meet the learning demands of new professional farmers and provide appropriate learning strategies,so as to improve the learning efficiency and promote the professional development of new professional peasants.
The professionalization of new professional peasants is a continuous and dynamic development process. In the process,learning plays an important role in developing expertise. The findings demonstrate that the learning preference of new professional farmers in the process of professionalization is closely related to their individual characteristics,and they will show different strategic preferences in different stages of the professional process.Therefore,in the process of professionalization of new professional farmers,it is necessary to define the subject status of new professional farmers and create an effective learning environment,follow the individual characteristics of the new professional farmers and stimulate their inherent learning potential,meet the learning demands of new professional farmers and provide appropriate learning strategies,so as to improve the learning efficiency and promote the professional development of new professional peasants.
引文
[1][丹]克努兹·伊列雷斯.我们如何学习:全视角学习理论[M].孙玫璐,译.北京:教育科学出版社,2010:224.
[2]欧阳忠明,任鑫,田丽君.新型职业农民心理资本与自我导向学习的关系[J].现代远程教育研究,2016(6):47-55.
[3]欧阳忠明,杨亚玉.新型职业农民的职业化学习图景叙事探究[J].现代远程教育研究,2017(4):59-69.
[4]费舒霞,高松,庄晖.行动学习的知识创新机制研究[J].上海管理科学,2015(2):103-105.
[5]蔡智澄,何立民.相关性分析原理在图书情报分析中的应用[J].现代情报,2006(5):151-152+156.
[6]Guenther,J.Vocational Learning in the Frameof a Developing Identity[A].Catts, R.,Falk,I.,& Wallace,R.Vocational Learning:Innovative Theory and Practice[M].New York:Springer Inter-national Publishing,2011:205-216.
[7]李晓佳.基于成人自我导向学习的教学策略[J].河北大学成人教育学院学报,2014(4):45-49.
[8][美]雪伦·B·梅里安,罗斯玛丽·S·凯弗瑞.成人学习的综合研究与实践指导[M].黄健等,译.北京:中国人民大学出版社,2010:69.
[9]欧阳忠明.新型职业农民如何实现职业化?[J].职业教育研究,2018(12):1.
[10]John Dewey. Experience and Education[M].New York:Macmillan,1965:33-43.
[11]潘天君,欧阳忠明.人工智能时代的工作与职业培训:发展趋势与应对思考——基于《工作与职业培训的未来》及“云劳动”的解读[J].远程教育杂志,2018(1):18-26.
[2]欧阳忠明,任鑫,田丽君.新型职业农民心理资本与自我导向学习的关系[J].现代远程教育研究,2016(6):47-55.
[3]欧阳忠明,杨亚玉.新型职业农民的职业化学习图景叙事探究[J].现代远程教育研究,2017(4):59-69.
[4]费舒霞,高松,庄晖.行动学习的知识创新机制研究[J].上海管理科学,2015(2):103-105.
[5]蔡智澄,何立民.相关性分析原理在图书情报分析中的应用[J].现代情报,2006(5):151-152+156.
[6]Guenther,J.Vocational Learning in the Frameof a Developing Identity[A].Catts, R.,Falk,I.,& Wallace,R.Vocational Learning:Innovative Theory and Practice[M].New York:Springer Inter-national Publishing,2011:205-216.
[7]李晓佳.基于成人自我导向学习的教学策略[J].河北大学成人教育学院学报,2014(4):45-49.
[8][美]雪伦·B·梅里安,罗斯玛丽·S·凯弗瑞.成人学习的综合研究与实践指导[M].黄健等,译.北京:中国人民大学出版社,2010:69.
[9]欧阳忠明.新型职业农民如何实现职业化?[J].职业教育研究,2018(12):1.
[10]John Dewey. Experience and Education[M].New York:Macmillan,1965:33-43.
[11]潘天君,欧阳忠明.人工智能时代的工作与职业培训:发展趋势与应对思考——基于《工作与职业培训的未来》及“云劳动”的解读[J].远程教育杂志,2018(1):18-26.