成人终身学习能力建构的实证研究

发布时间：2018-07-04 07:46

本文选题：终身学习 + 核心能力　；参考：《现代远程教育研究》2015年03期

【摘要】：终身学习能力是成人群体终身学习的复合型能力。国际上对成人终身学习能力的研究盛行于21世纪初,美国、英国、澳大利亚、加拿大等国相继出台了本国终身学习能力的核心指标。我国传统心理学研究把学习能力理解为认知能力,甚至于智力,这种研究实质上窄化了其应有的内涵。从多学科的角度来探究终身学习能力的本质,成人个体学习活动受认知机制、调节机制和互动机制影响,由此推衍出24项终身学习能力基本构成要素。根据调查数据分析,基本明确了成人终身学习能力所辖的核心项为学习适应能力、思维能力、自主学习能力、合作能力、自我监控能力和语言运用能力。成人学习能力项之间存在着相互交错和相互支持的关系,构成学习能力的内在结构。自主学习能力在终身学习能力体系中居于核心地位。这项实证研究力求为成人终身学习能力测评和培养提供可借鉴依据。
[Abstract]:Lifelong learning ability is the compound ability of adult group lifelong learning. The international research on adult lifelong learning ability prevailed in the early 21st century, the United States, Britain, Australia, Canada and other countries have issued their own lifelong learning ability of the core indicators. In Chinese traditional psychological research, learning ability is understood as cognitive ability, even intelligence, which essentially narrows its proper connotation. This paper explores the nature of lifelong learning ability from a multidisciplinary perspective. Adult individual learning activities are influenced by cognitive, regulatory and interactive mechanisms, and 24 basic elements of lifelong learning ability are derived. According to the analysis of survey data, it is basically clear that the core items of adult lifelong learning ability are learning adaptability, thinking ability, autonomous learning ability, cooperative ability, self-monitoring ability and language application ability. There are interlaced and mutually supportive relationships between adult learning ability items, which constitute the internal structure of learning ability. Autonomous learning ability occupies the core position in the system of lifelong learning ability. This empirical study aims to provide reference for adult lifelong learning ability evaluation and development.
【作者单位】：四川师范大学成人教育研究所;宁波大学成人教育学院;
【基金】：教育部人文社会科学研究西部和边疆地区项目“学习型社会下成人终身学习能力构建及培养研究”(13XJA880002)
【分类号】：G720

【参考文献】