从关注结果的“学会”,走向关注过程的“会学”——网络学习者在线学习力测评与发展对策研究

发布时间：2018-03-25 18:27

本文选题：网络学习者　切入点：学习力　出处：《开放教育研究》2017年04期

【摘要】：在"互联网+"时代,成人学习者网络教育的目标不应仅关注其学会既定的知识与技能,更重要的是通过有效的支持让他们成为会学、有主动学习意识与学习能力的终身学习者。从"学会"到"会学",从关注结果走向兼顾过程,将过程与结果融为一体,帮助网络学习者具有终身学习力,适应学习型社会发展,是网络教育育人目标的发展与提升。本研究借鉴国外学习力测评工具,利用实证研究方法,对网络学习者在线学习力现状进行测评,针对当前网络学习者动机多元,问题意识弱、意志力缺乏,互惠性学习关系尚未真正建立等学习力现状,有针对性地提出重视学习体验,激发内源动力;加强学法指导,重视问题生成与解决过程;重视元学习过程,提高网络学习者的学习规划管理、评价反思与自主调节能力;构建激励性与支持性的学习共同体文化,促进互惠式学习等对策与建议。
[Abstract]:In the "Internet" era, the goal of online education for adult learners should not only be focused on learning knowledge and skills, but more important, through effective support, to make them learnable. Lifelong learners with active learning consciousness and learning ability, from "learning" to "learning", from paying attention to the results to the process of taking into account, integrating the process and the result, to help the network learners have lifelong learning ability and adapt to the development of the learning-oriented society. It is the development and promotion of the educational goal of online education. This study uses foreign learning ability assessment tools and empirical research methods to evaluate the present situation of online learning ability of online learners, aiming at the multiple motivations of current online learners. The present situation of learning ability, such as weak consciousness of problem, lack of willpower and lack of reciprocal learning relationship, has been put forward to pay attention to learning experience, to stimulate internal source power, to strengthen the guidance of learning method and to pay attention to the process of problem generation and solution. Pay attention to the meta-learning process, improve the learning planning management of online learners, evaluate the ability of reflection and self-regulation, construct the culture of encouraging and supporting learning community, promote the reciprocal learning and other countermeasures and suggestions.
【作者单位】：华东师范大学开放教育学院;
【基金】：全国教育科学规划重点课题“网络学习者学习力诊断与干预研究”(DCA130226) 2016年上海市哲学社会科学规划教育学一般项目(A1601) 教育部人文社会科学研究项目“中小学教师学习力诊断与干预研究”(16YJA880016)
【分类号】：G434

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