大学生元认知与网络自我调节学习的结构模型构建研究

发布时间：2018-02-15 23:09

本文关键词： 元认知网络自我调节学习路径分析结构方程模型　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在“互联网+教育”的社会环境中,互联网正深刻地改变着教育的面貌,使其呈现出数字化、网络化和智能化等特征。这表明学习已打破校园的限制,不必局限于课堂和书本,网络学习已发展成为一种与传统学习并驾齐驱的获取知识的形式。学习者不仅享受着网络给学习带来的便利性、丰富性与可能性,还要面对各种随之出现的难题。因此,要想在网络环境中更好的达到最初设定的目标需要学习者进行自我调节学习。在网络环境中学习,学习者在对学习资源进行感知、理解、记忆、加工、存储等认知过程中,还要实时调整自己的行为表现,这些正是个体开展元认知的体现。通过对文献搜集整理和分析,我们得知有关元认知和自我调节学习各自的探究数量庞大,专家学者普遍认可元认知作为自我调节学习核心要素的理论观点。那么研究元认知各维度与网络自我调节学习的关系就十分重要。为探察大学生元认知内部结构对网络自我调节学习具体作用形式,本研究在对已有文献分析的基础上结合元认知理论与自我调节学习理论,修订了大学生元认知问卷和网络自我调节学习问卷。在相关分析和理论基础上构建出大学生元认知与网络自我调节学习假设模型,并利用SPSS和AMOS软件对其进行检测和修正,得到合理的大学生元认知与网络自我调节学习的结构方程模型。以此为基础厘清元认知的知识、体验和监控对网络自我调节学习的作用效力。本研究通过对大学生问卷调查所得数据进行各类统计分析建构模型,得到的研究结论显示:1.元认知三要素与网络自我调节学习间表现为极其明显的正向相关关系,但对其影响效果并不等同。2.元认知三要素之间相通相生,但对网络自我调节学习并非都发挥直接作用效力。3.元认知监控对网络自我调节学习起最主要的影响作用,而元认知的体验和知识愈丰满,那么元认知监控技能就会愈强。这表明在网络学习环境下元认知监控能力是元认知技能的核心机制。4.元认知知识虽然对网络自我调节学习的直接效力不明显,但它可以借助元认知体验和监控对其激发间接效力,其总效果仅次于元认知监控,是进行元认知监控的有力保障,应注重元认知知识的积累。文章最后从元认知的知识、体验和监控三方面从学生、教师、网络平台三个视角分别提出一些教育建议,期望改善大学生元认知水平,进而影响网络自我调节学习的效果激发满意的网络学习。
[Abstract]:In the social environment of "Internet Education", the Internet is profoundly changing the face of education, making it appear digitalized, networked and intelligent. This shows that learning has broken the limits of the campus and does not have to be confined to the classroom and books. E-learning has developed into a form of acquiring knowledge in parallel with traditional learning. Learners not only enjoy the convenience, richness and possibility brought about by the network, but also face all kinds of concomitant problems. In order to better achieve the initial goals in the network environment, learners need to self-adjust learning. In the network environment, learners are learning in the cognitive process of perception, understanding, memory, processing and storage of learning resources. We also need to adjust our behavior in real time, which is the embodiment of individual metacognition. Through the collection and analysis of the literature, we know that there are a lot of explorations about metacognition and self-regulation learning. Experts and scholars generally agree that metacognition is the core element of self-regulated learning. Therefore, it is very important to study the relationship between metacognition dimensions and network self-regulated learning. For the specific forms of network self-regulation learning, This study combines metacognitive theory with self-regulated learning theory on the basis of the analysis of existing literature. The metacognition questionnaire and the online self-regulation learning questionnaire are revised. Based on the relevant analysis and theory, the hypothetical model of college students' metacognition and network self-regulation learning is constructed, and the model is tested and modified by SPSS and AMOS software. A reasonable structural equation model of metacognition and network self-regulation learning for college students is obtained, and the knowledge of metacognition is clarified on the basis of this model. The effect of experience and monitoring on self-regulated learning on the Internet. This study conducted various statistical analysis and construction model on the data obtained from the questionnaire survey of college students. The results of the study show that the three elements of metacognition and self-regulated learning on the network show an extremely obvious positive correlation, but the effect on the three elements is not equal to that of .2.The three elements of metacognition are interlinked. Metacognition monitoring plays the most important role in the self-regulation learning of network, and the experience and knowledge of metacognition are more abundant. This indicates that metacognitive monitoring ability is the core mechanism of metacognitive skills in the web-based learning environment. Although the direct effect of metacognitive knowledge on self-regulating learning on the Internet is not obvious, the metacognitive knowledge is the core mechanism of metacognitive skills. However, it can stimulate its indirect effect by means of metacognitive experience and monitoring, and its overall effect is second only to metacognitive monitoring. It is a powerful guarantee for metacognitive monitoring and should pay attention to the accumulation of metacognitive knowledge. In order to improve the level of metacognition of college students and influence the effect of self-regulated learning on the Internet, the author puts forward some educational suggestions from the perspectives of students, teachers and network platform.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642;G434

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