本科论文课中学生研究能力发展研究
发布时间：2020-10-15 06:19
近年来,越来越多的教育者和研究者意识到培养学生解决问题能力的重要性。然而,如何创造一个基于问题的学习环境却困扰着不少老师。尽管一些学者对建构主义教学环境的设计和实施做过一些研究,却很少有人研究建构主义学习环境与培养解决问题能力发展之间的复杂关系。 本文运用定性研究方法,旨在探究一群英语专业学生在论文写作中基于问题学习的过程,以期揭示建构主义学习环境与研究能力发展的关系。本文以建构主义学习观为理论依托,以乔纳森(1999)的建构主义学习环境设计模型以及王守仁、陈新仁(2008)研究能力的分类为基本理论框架。本文的数据来源于包括期初与期末两次开放式问卷调查、访谈、课程学习成果和课堂观察记录。通过研究,主要得出三点发现,概括如下: 首先,学生在发现、分析、解决问题的三个阶段中经历了情感与认知的起伏波动和发展。在发现问题阶段,全新的学习环境和复杂的任务让学生感到非常不适,因此他们需要集中的情感、认知和社会支持。信息处理策略和认知模型为学生第二阶段的学习铺平了道路。随着学生研究能力的提高,第三阶段中学生能较自主的处理信息以完成构建论文大纲的任务。 其次,研究发现学生在以问题为中心的学习活动中,他们研究能力,包括问题意识、获取专业知识的能力、逻辑论证能力和研究方法的掌握都得到不同程度的锻炼和提高。其中,获取专业知识的能力和研究方法的发展较为突出。问题意识也有一定发展。相比之下,逻辑论证能力的发展却不显著,虽然引用和论证能力有一定的体现,但推理和逻辑方面则不明显。 第三,建构主义学习环境的设计要素,包括社会环境支持,信息资源和认知工具和教学支持,对于学生研究能力发展至关重要。其中,信息资源和认知工具为学生提供了连续性的个性化的认知支撑,显著促进了学生的信息处理能力。友好互助的知识构建环境提供给学生有更多的机会互相交流,有效保证学生持续锻炼研究能力,有助于学生情感与认知的双重发展。另外,教学支持有效促进了学生的研究能力得到整体性的提升。有趣的是学生对部分教学支持,特别是任务支持反响不太强烈,这种现象可能是由于某些嵌入Moodle网站的教学管理支持环节不易被学生发觉。 基于以上发现,笔者提出了几点教学建议,例如设计详尽的学习任务和说明,教学指导要切中要点,以及不断减少教师支持以增强学生自主学习。
【学位单位】：苏州大学
【学位级别】：硕士
【学位年份】：2010
【中图分类】：G642.477
【文章目录】：
Acknowledgements
ABSTRACT
摘要
Chapter One INTRODUCTION
1.1 Background of the Study
1.2 Purpose of the Study and Research Questions
Chapter Two LITERTURE REVIEW
2.1 Defining Key Concepts
2.2 Constructivist View of Learning
2.2.1 Cognitive constructivism
2.2.2 Social constructivism
2.2.3 Problem-based learning
2.3 Instructional Design Theory
2.3.1 Theoretical foundations of instructional design
2.3.2 Constructivist instructional design
2.3.3 Jonassen’s model for designing CLEs
2.4 Related Studies
2.4.1 Developing research-related abilities through PBL
2.4.2 Developing CLE for PBL
2.4.3 Student perceptions of the CLE
2.5 A Conceptual Framework for Data Collection and Analysis
Chapter Three METHODOLOGY
3.1 The Setting
3.2 The Participants
3.3 Data Collection
3.3.1 Pre- and post-course written interviews
3.3.2 Face-to-face interviews
3.3.3 Course products
3.3.4 Observation notes
3.4 Data Analysis
Chapter Four RESULTS AND DISCUSSION
4.1 Learner Experiences of the PBL Process
4.1.1 Formulating the problem
4.1.2 Analyzing the problem
4.1.3 Generating solutions
4.2 PBL Outcomes in Terms of the Research-related Abilities
4.2.1 Problem awareness
4.2.2 Information literacy
4.2.3 Reasoning
4.2.4 Research designing
4.3 Effects of CLE on Student Research-related Ability Development
4.3.1 Social and contextual support for affective and cognitive development
4.3.2 Information resources and cognitive tools for information processing
4.3.3 Instructional support for problem solving
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study and Room for Future Research
References
Appendices
Appendix A: Interview Participant Profile Data
Appendix B: Pre- and Post-course Written Interview Questions
Appendix C: Coding Scheme for Qualitative Data Analysis
Appendix D: Extracts from Coded Face-to-face Interview Transcript
Appendix E: Samples From Coded Forum Postings
Appendix F: Frequency Table of Learning Outcomes
Appendix G: Frequency Table of CLE Effects
【参考文献】
本文编号：2841816
【学位单位】：苏州大学
【学位级别】：硕士
【学位年份】：2010
【中图分类】：G642.477
【文章目录】：
Acknowledgements
ABSTRACT
摘要
Chapter One INTRODUCTION
1.1 Background of the Study
1.2 Purpose of the Study and Research Questions
Chapter Two LITERTURE REVIEW
2.1 Defining Key Concepts
2.2 Constructivist View of Learning
2.2.1 Cognitive constructivism
2.2.2 Social constructivism
2.2.3 Problem-based learning
2.3 Instructional Design Theory
2.3.1 Theoretical foundations of instructional design
2.3.2 Constructivist instructional design
2.3.3 Jonassen’s model for designing CLEs
2.4 Related Studies
2.4.1 Developing research-related abilities through PBL
2.4.2 Developing CLE for PBL
2.4.3 Student perceptions of the CLE
2.5 A Conceptual Framework for Data Collection and Analysis
Chapter Three METHODOLOGY
3.1 The Setting
3.2 The Participants
3.3 Data Collection
3.3.1 Pre- and post-course written interviews
3.3.2 Face-to-face interviews
3.3.3 Course products
3.3.4 Observation notes
3.4 Data Analysis
Chapter Four RESULTS AND DISCUSSION
4.1 Learner Experiences of the PBL Process
4.1.1 Formulating the problem
4.1.2 Analyzing the problem
4.1.3 Generating solutions
4.2 PBL Outcomes in Terms of the Research-related Abilities
4.2.1 Problem awareness
4.2.2 Information literacy
4.2.3 Reasoning
4.2.4 Research designing
4.3 Effects of CLE on Student Research-related Ability Development
4.3.1 Social and contextual support for affective and cognitive development
4.3.2 Information resources and cognitive tools for information processing
4.3.3 Instructional support for problem solving
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study and Room for Future Research
References
Appendices
Appendix A: Interview Participant Profile Data
Appendix B: Pre- and Post-course Written Interview Questions
Appendix C: Coding Scheme for Qualitative Data Analysis
Appendix D: Extracts from Coded Face-to-face Interview Transcript
Appendix E: Samples From Coded Forum Postings
Appendix F: Frequency Table of Learning Outcomes
Appendix G: Frequency Table of CLE Effects
【参考文献】
相关期刊论文 前2条
1 文秋芳;周燕;;评述外语专业学生思维能力的发展[J];外语学刊;2006年05期
2 王守仁;陈新仁;;加强英语专业学生研究能力的培养[J];外语界;2008年03期
本文编号：2841816
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