新媒体支持下大学生社会探究学习模式研究

发布时间：2018-06-27 03:14

本文选题：社会探究 + 新媒体　；参考：《宁波大学》2013年硕士论文

【摘要】：随着计算机技术、通信技术、网络技术等信息技术的飞速发展，当今世界呈现出经济全球化、知识全球化、信息网络化、教育终身化的发展态势。信息的获取越来越容易，学习的方式日趋多样化，这给大学生的学习和生活带来很大便利。作为新世纪的建设者和主力军，信息时代给大学生提出了更高的要求，他们不仅仅要学习书本上的知识，还需要参与到真实的社会生活中，主动的探索，并利用所学的知识解决问题，提高自身的探究能力和参与社会、服务社会的社会责任感。建立在数字技术、多媒体技术基础上的新媒体以其信息来源的海量性与共享性、沟通交流的及时性以及社会性的特征能够解决探究学习中的资料来源不丰富、及时的沟通交流受到限制、探究作品表达形式单一等一系列问题，可以为探究学习的顺利进行提供帮助。为此，本文在社会建构主义理论、杜威的实用主义哲学理论的基础上，结合新媒体在探究学习中的作用提出了新媒体支持下的大学生社会探究学习模式，并在大学生探究学习中进行了两轮探究实践。结果显示，新媒体支持下的大学生社会探究学习模式对于提高学生的探究能力、增强学生的社会责任感具有积极的影响。论文共分为五部分。第一部分对研究的背景、研究的目的和意义、研究方法和涉及到的相关概念进行了阐述。第二部分对国内外相关研究进行了述评。第三部分首先梳理了模式构建的理论基础即社会建构主义理论，杜威的实用主义哲学理论，分析了新媒体在探究学习中的作用，最后构建出新媒体支持下的大学生社会探究学习模式。第四部分根据初步提出的模式进行了两轮探究学习实践。第一轮探究实践在大学生日常的社会实践活动中进行实施。通过问卷分析和访谈，总结出了新媒体支持下的大学生社会探究学习模式存在的问题和不足,并对模式进行修订。接下来以大学生暑期社会实践为平台进行新一轮的探究学习实践，，并对实施结果进行分析。第五部分对模式的应用效果进行了分析总结，结合两轮探究学习实践的实施概括总结出了新媒体支持下大学生社会探究学习的策略。第六部分对整个研究进行了反思和总结，也明确了下一步研究的方向。
[Abstract]:With the rapid development of information technology, such as computer technology, communication technology, network technology and so on, the present world presents the development trend of economic globalization, knowledge globalization, information network and education. It is more and more easy to obtain information, and the way of learning is becoming more and more diversified, which brings great convenience to the study and life of college students. As the constructor and main force of the new century, the information age has put forward higher requirements for college students. They not only need to learn the knowledge in books, but also need to participate in the real social life, actively explore. And use the knowledge to solve problems, improve their ability to explore and participate in society, serving the social responsibility. New media based on digital technology and multimedia technology can solve the problem that the sources of information are not abundant because of the mass and sharing of information sources, the timeliness of communication and communication, and the characteristics of sociality. A series of problems, such as the limitation of timely communication and the single form of expression of inquiry works, can be helpful for the smooth implementation of inquiry learning. Therefore, on the basis of social constructivism theory and Dewey's pragmatism philosophy theory, combined with the role of new media in inquiry learning, this paper puts forward the model of college students' social inquiry learning supported by new media. And has carried on two rounds of inquiry practice in the university student inquiry study. The results show that the social inquiry learning model supported by the new media has a positive effect on improving students' inquiry ability and enhancing their social responsibility. The paper is divided into five parts. The first part describes the background, purpose and significance of the research, research methods and related concepts. The second part reviews the related research at home and abroad. The third part firstly combs the theoretical basis of mode construction, namely social constructivism theory, Dewey's pragmatism philosophy theory, and analyzes the role of new media in inquiry learning. Finally, the social inquiry learning model of college students supported by new media is constructed. The fourth part carries on two rounds of inquiry learning practice according to the preliminary model. The first round of inquiry practice is carried out in the daily social practice of college students. Through questionnaire analysis and interviews, this paper summarizes the problems and shortcomings of the social inquiry learning model of college students supported by new media, and modifies the model. Then, a new round of inquiry learning practice is carried out on the platform of college students' summer social practice, and the result of implementation is analyzed. The fifth part analyzes and summarizes the application effect of the model and summarizes the strategies of social inquiry learning under the support of new media combined with the implementation of two rounds of inquiry learning practice. The sixth part reflects and summarizes the whole research, and defines the direction of the next research.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642.4

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