新工科背景下地方本科院校学生学习力结构特征及其提升策略
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摘要
学习力是新工科背景下工程科技人才所应具备的基础和关键能力。学习力结构要素包括学习动力、学习毅力和学习能力。通过对地方本科院校学生学习力结构特征的调查分析可知:地方本科院校学生的学习力整体呈现正向趋异态势,具有较大提升空间;学习动力以外在压力为主,但内在动力相对不足;课堂学习投入度较高,但课外学习的主动积极性不强;具备一定学习能力,但自主合作学习意识比较欠缺;学习力各要素之间相互关联、相互影响,共同构成学习力整体特征。据此提出新工科背景下地方本科院校学生学习力的提升策略:涵养家国情怀的价值观引导,激发学生内在学习动机;建立职业生涯与学业导师制,提升学习品质与专业归属感;重构充满"获得感"的课程体系,促进学生深度有效学习;创建师生学习共同体,赋予学生学习自主权;打造智慧学习生态,实现学生自适应学习与成长。
Learning power is the basic and key ability for engineering talents under the new engineering background. The structural elements of learning power include learning motivation, learning perseverance and learning ability. Through investigation and analysis of the structural characteristics of the learning power of local undergraduate students, it can be seen that the overall learning ability of local undergraduate students presents a positive and variant trend, and it has a large room for improvement. Students' learning motivation is mainly outside the pressure, but the internal motivation is relatively insufficient. Students are more engaged in classroom learning, but less active in extra-curricular learning. Students have certain learning ability, but lack of independent cooperation study consciousness. The structural elements of students' learning power are interrelated and affect each other, which together constitute the overall characteristics of learning power. Based on this, the paper proposes strategies to improve the learning power of local undergraduate students under the background of new engineering. Guided by the values of family and country, to stimulate students' intrinsic learning motivation; establish career and academic mentoring system, improve learning quality and professional sense of belonging; reconstruct the course system full of"sense of acquisition"to promote students' deep and effective learning; create a teacher-student learning community and empower students with learning autonomy; create a smart learning ecology and realize students' self-adaptive learning and growth.
Learning power is the basic and key ability for engineering talents under the new engineering background. The structural elements of learning power include learning motivation, learning perseverance and learning ability. Through investigation and analysis of the structural characteristics of the learning power of local undergraduate students, it can be seen that the overall learning ability of local undergraduate students presents a positive and variant trend, and it has a large room for improvement. Students' learning motivation is mainly outside the pressure, but the internal motivation is relatively insufficient. Students are more engaged in classroom learning, but less active in extra-curricular learning. Students have certain learning ability, but lack of independent cooperation study consciousness. The structural elements of students' learning power are interrelated and affect each other, which together constitute the overall characteristics of learning power. Based on this, the paper proposes strategies to improve the learning power of local undergraduate students under the background of new engineering. Guided by the values of family and country, to stimulate students' intrinsic learning motivation; establish career and academic mentoring system, improve learning quality and professional sense of belonging; reconstruct the course system full of"sense of acquisition"to promote students' deep and effective learning; create a teacher-student learning community and empower students with learning autonomy; create a smart learning ecology and realize students' self-adaptive learning and growth.
引文
[1]陈宝生.坚持以本为本推进四个回归,建设中国特色、世界水平的一流本科教育——在新时代全国高等学校本科教育工作会议上的讲话[R].四川成都,2018-06-21.
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[14]欧内斯特·L.博耶.关于美国教育改革的演讲[M].涂艳国,方彤,译.北京:教育科学出版社,2002:68.
[15]王洪才,等.大学创新教学理论与实践——后现代大学的来临及其回应[M].北京:科学出版社,2018:159.
[16]瞿振元.推动高等工程教育向更高水平迈进[J].高等工程教育研究,2017(1):12-16.
[17]孙冰红,杨向卫.行业院校办学特色形成应注意处理几个关系[J].中国高等教育,2018(17):34-36.
[18]中华人民共和国教育部.关于加快建设高水平本科教育,全面提高人才培养能力的意见[Z].教高[2018]2号,2018-09-17.
[19]胡旺,陈瑶.自适应学习:大数据时代个性化学习的新推力[J].中国教育信息化,2018(21):42-47.
[2]李瑾,张宁,云霄.新工科背景下工科生自主学习力的深度构建[J].高等工程教育研究,2018(5):71-77.
[3][5]裴娣娜.学习力:诠释学生学习与发展的新视野[J].课程·教材·教法,2016(7):4-9.
[4]朱唤民.发展学习力:教学管理应有之义[J].中国教育学刊,2011(10):88-89.
[6]Mc Gettrick. Emerging Conception of Scholarship[R]. Toronto:Canadian Society For The Study of Education,2002.
[7]钟启泉.现代课程论[M].上海:上海教育出版社,2003:259-261.
[8]刘斌祥,邹亚建.学习力结构释义[J].科技创业月刊,2007(6):131-132.
[9][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,2014:83.
[10]吴太胜.高职生学习动力系统及其校域调控与开发的路径选择[J].职业技术教育,2006(16):20-23.
[11]约翰·哈蒂.可见的学习:对800多项关于学业成就的元分析的综合报告[M].彭正梅,等译.北京:教育科学出版社,2015:59.
[12][13]安德烈·焦尔当.学习的本质[M].杭零,译.上海:华东师范大学出版社,2015:113.114.
[14]欧内斯特·L.博耶.关于美国教育改革的演讲[M].涂艳国,方彤,译.北京:教育科学出版社,2002:68.
[15]王洪才,等.大学创新教学理论与实践——后现代大学的来临及其回应[M].北京:科学出版社,2018:159.
[16]瞿振元.推动高等工程教育向更高水平迈进[J].高等工程教育研究,2017(1):12-16.
[17]孙冰红,杨向卫.行业院校办学特色形成应注意处理几个关系[J].中国高等教育,2018(17):34-36.
[18]中华人民共和国教育部.关于加快建设高水平本科教育,全面提高人才培养能力的意见[Z].教高[2018]2号,2018-09-17.
[19]胡旺,陈瑶.自适应学习:大数据时代个性化学习的新推力[J].中国教育信息化,2018(21):42-47.