影响小学高年级学生自主学习习惯养成的因素研究
发布时间：2019-03-24 15:07
【摘要】：自主学习习惯是学习习惯的一种,是学习者进行自主学习时所具有的自动化了的学习行为倾向和方式。自主学习习惯的养成不仅为学生开展自主学习起到了促进作用,同时也为学生进行终身学习奠定了坚实的基础。因此,在自主学习、终身学习被大力提倡的今天,影响自主学习习惯养成的因素就成为一个值得研究的问题。小学阶段是各种学习习惯养成的关键时期,自主学习习惯也不例外。但自主学习习惯的养成还受到学生自我意识的发展水平的影响。心理学研究表明,小学生的自我意识水平处于交互反观性自我意识,这种交互反观性自我意识是学生自主性发展的基础。而在整个小学阶段,学生的交互反观性自我意识得到初步发展是在小学三年级以后。基于此,关于自主学习习惯养成的关键时期就落在了小学高年级阶段。为此,本研究在终身学习理论、主体性教育理论和关键期理论的指导下,在对国内外关于自主学习习惯的相关文献进行综述的基础上,对河南省林州市合涧镇某小学高年级学生进行了调查,并用SPSS17.0软件进行数据处理,进而对影响小学高年级学生自主学习习惯养成的因素进行研究。具体来说,在梳理相关文献的基础上,本文从背景因素(包括性别、年龄、年级、父亲文化程度、母亲文化程度和家庭结构)、家庭教养方式、学生学习动机、教师课堂角色等方面,来研究其对自主学习习惯养成的影响。接着,通过对自主学习习惯这一概念的界定可知,自主学习习惯包含自主选择内容、自主选择方法、自主调控时间、自主调控环境和自主评价结果等五个维度。在此基础上,本文对各个影响因素与自主学习习惯及其各维度之间进行了相关分析和方差分析,探讨了这些影响因素与自主学习习惯养成之间的相关关系以及相关的密切程度,并分析了这些因素对自主学习习惯养成的影响。研究结论如下：(1)影响小学高年级学生自主学习习惯养成的因素有年级、家庭教养方式、学生学习动机、教师课堂角色,这些影响因素与自主学习习惯养成之间联系的紧密性,从大到小依次为：教师课堂角色、学生学习动机、年级、家庭教养方式。(2)在自主选择内容、自主选择方法、自主调控时间、自主调控环境及自主评价结果五个维度上,影响因素的多少以及相关的紧密程度存在差异。(3)相较于六年级学生,五年级学生的特点使其在自主学习习惯的养成上更具有优势。(4)相较于专制型和放任型,民主型的家庭教养方式更有利于学生自主学习习惯的养成。(5)良好的内在学习动机有利于学生自主学习习惯的养成。(6)相较于指导者角色,教师作为促进者的课堂角色更有利于学生自主学习习惯的养成。在上述研究结论的基础上,针对小学高年级学生自主学习习惯的养成这一问题,本文获得了以下四条启示。(1)注重年级差异。即小学高年级学生自主学习习惯的养成应注重年级差异,教师要对六年级学生在自主选择方法、自主调控环境和自主评价结果上的养成加以重视。(2)提高学生学习动机。也就是说良好的学习动机是学生自主学习习惯养成的根本推动力。在自主学习习惯的养成过程中,教师可以先通过指导法来形成学生自主学习习惯养成的内部需要,再采用鼓励法来强化学生养成的自主学习习惯。(3)营造自主学习氛围。在课堂教学过程中教师应扮演促进者的角色,为学生自主学习习惯的养成营造课堂教学氛围。(4)提供民主家庭环境。民主型的家庭教养方式为孩子提供了一种独立的、自主的、宽松的生活环境,有利于学生养成自主学习习惯。
[Abstract]:The self-learning habit is one of the learning habits, and it is the automatic learning behavior tendency and way that the learners have in the course of self-learning. The form of self-learning is not only promoting students' self-learning, but also laying a solid foundation for students to study life-long. Therefore, in the course of self-study, life-long learning is strongly advocated, the factors that affect the habit of self-learning become a question worthy of study. The primary stage is the key period of various study habits, and the self-study habits are no exception. But the form of self-learning habits is also influenced by the development level of self-consciousness of the students. The psychological research shows that the self-consciousness level of the primary school students is in the interactive anti-view self-consciousness, which is the foundation of the student's autonomy development. The primary development of the students' interactive and anti-self-consciousness in the whole primary school is after the third grade of the primary school. On the basis of this, the key period of the formation of the self-learning habit is at the upper-grade stage of the primary school. To this end, under the guidance of the theory of life-long learning, the theory of subject education and the theory of key period, this study, on the basis of the review of the relevant literature on the habit of self-study at home and abroad, carried out a survey on the senior students of a primary school in the town of Hezhen in Linzhou, Henan. Using the SPSS17.0 software to carry out data processing, the paper studies the factors that affect the self-learning habit of the senior students in primary school. In particular, on the basis of combing the relevant literature, this paper, from the background factors (including sex, age, grade, father's degree of culture, mother's cultural degree and family structure), the way of family education, the students' learning motivation, the teacher's class character and so on, To study its influence on the habit of self-learning. Then, through the definition of the concept of the self-learning habit, the autonomous learning habits include five dimensions such as the self-selection content, the self-selection method, the self-regulation time, the self-control environment and the independent evaluation result. On the basis of this, this paper makes a correlation analysis and analysis of variance among the influence factors and the self-learning habits and their respective dimensions, and discusses the correlation between these factors and the habit of independent learning and the close degree. The influence of these factors on the habit of self-learning is also analyzed. The results of the study are as follows: (1) The factors that affect the self-study habits of the senior students in primary school are grade, the way of family education, the students' learning motivation and the teacher's classroom role. The role of the teacher's class, the students' learning motivation, the grade, the way of family education. (2) In the five dimensions of the self-selection, the self-selection method, the self-control time, the self-control environment and the self-assessment result, the influence factor and the related degree of tightness are different. (3) Compared with the sixth-grade students, the characteristics of the fifth-grade students make them more advantageous in the form of self-study habits. (4) Compared with the special and laissez-faire type, the democratic type of family education is more beneficial to the students' self-learning habit. (5) The good internal learning motivation is conducive to the formation of students' self-learning habits. (6) Compared with the role of the instructor, the role of the teacher as the facilitator is more beneficial to the self-learning habit of the students. On the basis of the above-mentioned research conclusion, aiming at the problem of the formation of primary school students' self-learning habits, the following four revelations have been obtained. (1) Pay attention to the grade difference. In other words, the form of the primary school's self-study habit should pay attention to the grade difference, and the teacher should pay more attention to the formation of the six-grade students in the self-selection method, the self-control environment and the self-evaluation result. (2) To improve the students' learning motivation. That is, the good learning motivation is the fundamental driving force of the students' self-learning habit. In the course of the formation of the self-study habit, the teacher can form the internal needs of the self-learning habit of the students through the guidance method, and then use the encouragement method to strengthen the self-learning habit of the students. (3) Create an independent learning atmosphere. In the course of classroom teaching, the teacher should play the role of the promoter, and create a classroom teaching atmosphere for the students' self-learning habits. (4) Providing a democratic home environment. The democratic type of family education provides a kind of independent, independent and loose living environment for the children, which is beneficial to the students to develop their own learning habits.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.0
本文编号：2446432
[Abstract]:The self-learning habit is one of the learning habits, and it is the automatic learning behavior tendency and way that the learners have in the course of self-learning. The form of self-learning is not only promoting students' self-learning, but also laying a solid foundation for students to study life-long. Therefore, in the course of self-study, life-long learning is strongly advocated, the factors that affect the habit of self-learning become a question worthy of study. The primary stage is the key period of various study habits, and the self-study habits are no exception. But the form of self-learning habits is also influenced by the development level of self-consciousness of the students. The psychological research shows that the self-consciousness level of the primary school students is in the interactive anti-view self-consciousness, which is the foundation of the student's autonomy development. The primary development of the students' interactive and anti-self-consciousness in the whole primary school is after the third grade of the primary school. On the basis of this, the key period of the formation of the self-learning habit is at the upper-grade stage of the primary school. To this end, under the guidance of the theory of life-long learning, the theory of subject education and the theory of key period, this study, on the basis of the review of the relevant literature on the habit of self-study at home and abroad, carried out a survey on the senior students of a primary school in the town of Hezhen in Linzhou, Henan. Using the SPSS17.0 software to carry out data processing, the paper studies the factors that affect the self-learning habit of the senior students in primary school. In particular, on the basis of combing the relevant literature, this paper, from the background factors (including sex, age, grade, father's degree of culture, mother's cultural degree and family structure), the way of family education, the students' learning motivation, the teacher's class character and so on, To study its influence on the habit of self-learning. Then, through the definition of the concept of the self-learning habit, the autonomous learning habits include five dimensions such as the self-selection content, the self-selection method, the self-regulation time, the self-control environment and the independent evaluation result. On the basis of this, this paper makes a correlation analysis and analysis of variance among the influence factors and the self-learning habits and their respective dimensions, and discusses the correlation between these factors and the habit of independent learning and the close degree. The influence of these factors on the habit of self-learning is also analyzed. The results of the study are as follows: (1) The factors that affect the self-study habits of the senior students in primary school are grade, the way of family education, the students' learning motivation and the teacher's classroom role. The role of the teacher's class, the students' learning motivation, the grade, the way of family education. (2) In the five dimensions of the self-selection, the self-selection method, the self-control time, the self-control environment and the self-assessment result, the influence factor and the related degree of tightness are different. (3) Compared with the sixth-grade students, the characteristics of the fifth-grade students make them more advantageous in the form of self-study habits. (4) Compared with the special and laissez-faire type, the democratic type of family education is more beneficial to the students' self-learning habit. (5) The good internal learning motivation is conducive to the formation of students' self-learning habits. (6) Compared with the role of the instructor, the role of the teacher as the facilitator is more beneficial to the self-learning habit of the students. On the basis of the above-mentioned research conclusion, aiming at the problem of the formation of primary school students' self-learning habits, the following four revelations have been obtained. (1) Pay attention to the grade difference. In other words, the form of the primary school's self-study habit should pay attention to the grade difference, and the teacher should pay more attention to the formation of the six-grade students in the self-selection method, the self-control environment and the self-evaluation result. (2) To improve the students' learning motivation. That is, the good learning motivation is the fundamental driving force of the students' self-learning habit. In the course of the formation of the self-study habit, the teacher can form the internal needs of the self-learning habit of the students through the guidance method, and then use the encouragement method to strengthen the self-learning habit of the students. (3) Create an independent learning atmosphere. In the course of classroom teaching, the teacher should play the role of the promoter, and create a classroom teaching atmosphere for the students' self-learning habits. (4) Providing a democratic home environment. The democratic type of family education provides a kind of independent, independent and loose living environment for the children, which is beneficial to the students to develop their own learning habits.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.0
【参考文献】
相关硕士学位论文 前2条
1 薛晶;小学低年级学生学习习惯养成的研究[D];山东师范大学;2012年
2 廖国森;小学生自主学习探究[D];华中师范大学;2003年
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