成人自导学习与支持系统研究
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摘要
随着知识更新的加快,终身学习己经成为一种趋势。对于成年人而言,他们的学习与儿童的学习方式有着显著的不同,成人教育的教学设计模式也不同于一般的课堂教学设计模式,支持这种学习和教育的技术手段也需要有自身的特点。
成人的学习是自导式的,更倾向于自己控制学习的过程。论文从成人自导学习理论的历史发展、自导学习理论体系的形成等角度对自导学习的概念和理论进行了考察和论述,并且提出了成人群体中自导学习程度的三维连续谱概念,构造了自导因素与自导程度之间的数学函数。
为进一步了解成人学习的特点,本研究对一些成人学习群体进行了问卷调查,得出了成人学习者具有较高的自导性,同时也发现了一些不同专业领域学习者在自导性、学习行为和学习策略方面存在的差异。在某些专业领域中男女学习者之间也存在程度不同的差异性。
在成人教学设计方面,论文根据成人自导学习的特点,提出了自导学习的教学设计模型,并在此基础上提出了三种教学策略:最佳匹配策略、接近匹配策略和避免不匹配策略。同时,对成人自导学习从学习者角度进行了学习设计,归纳出常用的学习策略。
此外,根据成人自导学习相关的理论,对成人学习支持平台进行了研究和开发,其目的是提高成人学习的学习过程和资源管理的效率,为不同类型学习者营造不同的学习环境。该系统既可以管理本地学习资源,也可以进行学习资源的网上共享和实时交流。系统具有学习资源的跟踪和维护、制定学习计划、学习过程管理和评价、自我评价、学习类型判断、场景选择和身份管理等功能。
最后,论文分析了本研究的局限性,提出了未来的研究方向。
Along with the increasingly updated knowledge, people need keep learning, lifelong learning in order to work and live better. The learning has become one of the most important parts in one's life. Then, what is the difference between the mode of adults' learning and children's learning? How adults learn? What kind of instructional design can fit in the adult education? How can technology be used to assist adults to learn? Those are the questions that the author has explored and discussed in this dissertation.This dissertation has brought up an idea that the adult learning mode is self-directed, that is, the learning tends to be controlled by himself or herself. The author has explored the concept and theory of self-directed adult learning with theoretical and historical perspectives; discussed philosophical, pedagogical and psychological foundations of adult self-directed learning; and brought up the concept of three-dimensional SDL spectrum and the mathematic function between the factors and degrees of self-directed learning.In order to understand the ways of adult learning, the author has developed questionnaires and studied a group of adult learners who are taught through correspondence. The results have confirmed that the adult learners are more oriented to self-directed learning. It is found that the difference in self-directed learning perspectives, behaviors and approaches exists among different adult learners in different professional fields, and also between male and female adult learners. Regarding the instructional designing for the adult learners, the author has developed an instruction-designing model with fit-to-adult and user-friendly features. This instructional designing model consists of main flow module, hypo-main flow module and assessment-feedback flow module. It not only succeeds the traditional thoughts of instructional designing, but also tries to stand out the features of self-directed learning. In addition, the author has studied and compared dependent, interested, involved and self-directed instructional designing models, illustrated their designing flows, and concluded with three instructional strategic approaches. The three instructional strategic approaches include the best match, the close match, and the avoidance of mismatch. And a series of learning strategies are put forward at the same time.Because of the development and wide use of information technology, adult learning becomes more and more supported by the information technology. While exploring the traditions of self-directed learning, modern technological tools and
learning supporting systems at home and abroad, the author has noticed that the research and development of adult learning support systems are limited. Therefore, the author has conducted the research on self-directed learning, studied and developed a platform to support adult learning. The purpose of this adult learning support system is to improve the efficiency of adult learning and the management of resources, and to create a positive learning environment for different adult learners. The system operation is based on B/S pattern, can be utilized for the management of local resources and the resource sharing online anytime. This system consists of four modules: resource management, learning management, situation-based learning and weblog. Resource management module is to track and maintain learning resources. Learning management module includes planning the learning, managing the learning progress and assessing the learning. Situation-based learning module consists of self-assessment, diagnoses of learning styles, selection of situations, and management of users. The situation-based learning module has different learner-interfaces featured with different learning styles, and can simulate classroom learning, guided learning, discovery learning and inquiry learning. WeBlog module provides learners with a space for discussion and keeps learning records.In conclusion, the author has systematically explored the theories of adult leaning, studied the better ways for adult
成人的学习是自导式的,更倾向于自己控制学习的过程。论文从成人自导学习理论的历史发展、自导学习理论体系的形成等角度对自导学习的概念和理论进行了考察和论述,并且提出了成人群体中自导学习程度的三维连续谱概念,构造了自导因素与自导程度之间的数学函数。
为进一步了解成人学习的特点,本研究对一些成人学习群体进行了问卷调查,得出了成人学习者具有较高的自导性,同时也发现了一些不同专业领域学习者在自导性、学习行为和学习策略方面存在的差异。在某些专业领域中男女学习者之间也存在程度不同的差异性。
在成人教学设计方面,论文根据成人自导学习的特点,提出了自导学习的教学设计模型,并在此基础上提出了三种教学策略:最佳匹配策略、接近匹配策略和避免不匹配策略。同时,对成人自导学习从学习者角度进行了学习设计,归纳出常用的学习策略。
此外,根据成人自导学习相关的理论,对成人学习支持平台进行了研究和开发,其目的是提高成人学习的学习过程和资源管理的效率,为不同类型学习者营造不同的学习环境。该系统既可以管理本地学习资源,也可以进行学习资源的网上共享和实时交流。系统具有学习资源的跟踪和维护、制定学习计划、学习过程管理和评价、自我评价、学习类型判断、场景选择和身份管理等功能。
最后,论文分析了本研究的局限性,提出了未来的研究方向。
Along with the increasingly updated knowledge, people need keep learning, lifelong learning in order to work and live better. The learning has become one of the most important parts in one's life. Then, what is the difference between the mode of adults' learning and children's learning? How adults learn? What kind of instructional design can fit in the adult education? How can technology be used to assist adults to learn? Those are the questions that the author has explored and discussed in this dissertation.This dissertation has brought up an idea that the adult learning mode is self-directed, that is, the learning tends to be controlled by himself or herself. The author has explored the concept and theory of self-directed adult learning with theoretical and historical perspectives; discussed philosophical, pedagogical and psychological foundations of adult self-directed learning; and brought up the concept of three-dimensional SDL spectrum and the mathematic function between the factors and degrees of self-directed learning.In order to understand the ways of adult learning, the author has developed questionnaires and studied a group of adult learners who are taught through correspondence. The results have confirmed that the adult learners are more oriented to self-directed learning. It is found that the difference in self-directed learning perspectives, behaviors and approaches exists among different adult learners in different professional fields, and also between male and female adult learners. Regarding the instructional designing for the adult learners, the author has developed an instruction-designing model with fit-to-adult and user-friendly features. This instructional designing model consists of main flow module, hypo-main flow module and assessment-feedback flow module. It not only succeeds the traditional thoughts of instructional designing, but also tries to stand out the features of self-directed learning. In addition, the author has studied and compared dependent, interested, involved and self-directed instructional designing models, illustrated their designing flows, and concluded with three instructional strategic approaches. The three instructional strategic approaches include the best match, the close match, and the avoidance of mismatch. And a series of learning strategies are put forward at the same time.Because of the development and wide use of information technology, adult learning becomes more and more supported by the information technology. While exploring the traditions of self-directed learning, modern technological tools and
learning supporting systems at home and abroad, the author has noticed that the research and development of adult learning support systems are limited. Therefore, the author has conducted the research on self-directed learning, studied and developed a platform to support adult learning. The purpose of this adult learning support system is to improve the efficiency of adult learning and the management of resources, and to create a positive learning environment for different adult learners. The system operation is based on B/S pattern, can be utilized for the management of local resources and the resource sharing online anytime. This system consists of four modules: resource management, learning management, situation-based learning and weblog. Resource management module is to track and maintain learning resources. Learning management module includes planning the learning, managing the learning progress and assessing the learning. Situation-based learning module consists of self-assessment, diagnoses of learning styles, selection of situations, and management of users. The situation-based learning module has different learner-interfaces featured with different learning styles, and can simulate classroom learning, guided learning, discovery learning and inquiry learning. WeBlog module provides learners with a space for discussion and keeps learning records.In conclusion, the author has systematically explored the theories of adult leaning, studied the better ways for adult
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