自我调节学习理论指导下的成人学习

【作者】 杨勇；

【导师】 李继峰；

【作者基本信息】 陕西师范大学 ， 成人教育学， 2008， 硕士

【摘要】 阿诺尔德·汤因比在《展望二十一世纪》中谈到,“在今天的世界上,知识天天在增加且对其解释也在不断变化,只有全日制的青少年教育是不够的。一个人在一生中需要不断地进行自我教育。”教是为了不教,教仍是一个低技术的劳动密集型产业。对于成人学习者来说,由于他们时间有限,完全依靠教并不是提高学习效率的好办法。寻求一种更为有效的学习方法,再辅助于教,在一定程度上将是一种提高成人学习效率的有益尝试。自我调节学习理论有其丰富的内涵和完整的科学体系,在其指导下挖掘出对成人学习的理论指导意义,提出可操作性的建议,对于提高成人学习效率乃至成人教育的发展都具有重要意义。自我调节学习理论在彰显学习者自主性的前提下,通过对学习者知识获得过程、认知策略、信息加工、目标设置、情意发展等方面的深入研究,揭示出了一个科学的学习过程。本文在结合成人学习特点的基础上,通过深入分析自我调节学习的理论实质,探究了成人进行自我调节学习的可行性与优势性,提出了成人进行自我调节学习的科学过程,以及在这一过程中所应采用的方法和策略,主要从以下四个方面进行研究:一、成人自我调节学习中的目标设置目标设置是自我调节学习的始动机制,它引导着成人自我调节学习的方向。成人学习者应当根据自身的最近发展区确定一个符合发展需要的学习目标,只有这样的目标才能充分发挥他们的学习主动性,引领其达到自我实现。自我实现是成人学习者应然的目标价值取向。二、成人自我调节学习中的信息加工信息加工系统是自我调节学习的基础,成人自我调节学习能力的培养要基于其信息调控系统的优化,最核心的就是要在主动建构自我图式的过程中,通过对同化和顺应过程的自我调控来解惑以达到提高。三、成人自我调节学习所应具备的心理能力心理能力是自我调节学习的力量之源,它包括:学习意志力、元认知能力、学习策略运用能力、动机调节能力、外部因素调节能力。笔者结合成人学习的特点,提出了培养成人学习者的方法和策略。通过意志力的培养达到学习过程中的自觉和自控;通过元认知能力的培养达到对认知活动的监控;通过对学习策略的运用养成学习的方法性和灵活性;通过动机调节能力的培养学会自我激励;通过对外部因素调节能力的培养学会利用各种资源。四、成人自我调节学习中的自我效能感自我效能感是直接影响个体自我调控的关键变量,它受到四个方面的影响:学习者的亲身经验、替代性经验、他人的暗示、自身的情绪状态。对于成人学习者来说,自我效能感低的主要成因在于其亲身经验的二重性,面对这种情况,成人学习者应当努力形成对自身的科学认识,形成积极的归因,通过强化来提高其自我效能感。更多还原

【Abstract】 Arnold Toynbee has ever talked about in Prospects of the 21st Century, "Nowadays, since the knowledge has been increasing daily and the explanation to it has been changing unceasingly, only the full-time adolescent education is not enough. Therefore, People need to carry on the self-education in all of his life unceasingly." To teach is for not to teach. Teaching is still a low technical labor-concentrated industry. For the adult learners, since their time is limited, it is not a good method to raise their study efficiency depending on teaching completely, while to seek an -effective study method accompanied by teaching assist will be a beneficial attempt. For the rich connotation and the scientific system of the self-regulated learning theory, the author thought that it can advance the adult learning efficiency even the development of adult education through its instruction of adult learning on theory and practice.Under the showing of the learners’ independent premise, the self-regulated learning theory has revealed a scientific learning process through the deep research on knowledge obtaining process, cognition strategy, information processing, goal setting, emotion and so on. Based on the adult learners’ characteristic, the author raises the scientific process of adult self-regulated learning and its methodology and strategy, through the analysis on essence of self-regulated learning and its feasibility and superiority for adults. The author carries on the research from the following 4 aspects:I. The goal setting of adult self-regulated learningThe goal setting is the starting mechanism and the compass of self-regulated learning. The adult learners should set a goal which can meet their zone of Proximal Development and their needs, and only this kind of goal can fully display their study initiative and guide them to self-realization. Self-realization is the should-be existence of adults’ learning orientation value.II.Information processing of adult self-regulated learningInformation processing system is the basis of self-regulated learning. The cultivation of adults’ learning capacity should be based on the optimization of their information regulating system, and the most important is the advance of information ability through the construction of self-schema and the self-regulating of assimilation and accommodation to solve the problem.III. Psychological capacity of adult self-regulated learningPsychological capacity is the power origin of self-regulated learning. It includes: learning volition, meta-cognition, learning strategy, motivation regulating and external factors regulating. Based on the adult learners’ characteristic, the author raises methodology and strategy of adult self-regulated learning: to be self-control and self-aware through the cultivation of learning volition; to be monitoring on cognition activity through the cultivation of meta-cognition; to be methodology and flexible on learning through the cultivation of strategy utilization; to be self-encouraged through the cultivation of motivation regulating; to be good at using all kinds of resources through the cultivation of external factors regulating.IV.Self-efficacy in adult self-regulated learningSelf-efficacy is the essential variable of self-regulated learning. It is influenced by 4 aspects: experiences in person, vicarious experiences, hint, and emotion. For the adult learners, the cause of their low Self-efficacy is the duality of experiences. In order to enhance the self-efficacy, adult learners should form the positive attribute and scientific understanding on themselves, through the strengthening to obtain the high self-efficacy.更多还原