【作者】 黄琼；

【导师】 张应强； 张晓明；

【作者基本信息】 华中科技大学 ， 教育博士（学生发展与教育）（专业学位）， 2020， 博士

【副题名】基于成长需要的视角

【摘要】 当前中国高职教育受到国家高度重视,迎来了前所未有的发展机遇。然而,由于历史和现实的的原因,高职院校人才培养质量难以满足国家的发展需要。高职教育在技术理性的驱动下,出现重技能轻素质倾向,直接造成了学生知识结构单一,潜能被忽视,呈现单向度发展;高职院校学生工作理念落后,学生主体地位缺失,重统一轻个性,导致学生的成长需要被压抑;社会深受传统精英教育思维的惯性影响,高职学生被贴上“差生”的标签,呈现出自信心不足,发展动力不强。如何调动高职学生主动发展的积极性,满足他们的成长需要,促进其潜能的展现,成为一个亟待解决的问题。本研究试图采用行动研究法对上述问题进行尝试性探索研究。一项行动研究虽然面向实践,同样需要进行理论研究,以理论作为指导。通过文献分析发现,“潜能开发”和“成长需要”两个概念缺乏明确界定,将两者相结合的实证研究尚未发现。本文分析和概括了“成长需要”和“潜能开发”两个核心概念的内涵和外延,并对二者之间内在的逻辑关联进行了辩析。本研究以学生发展理论、心理学和教育学及哲学相关理论为依据,将布朗芬布伦纳的生物生态学PPCT“过程、个人、环境和时间”模型引入高职教育情境,并对其在中国高职教育的适切性进行分析,延伸性地阐明了“过程、个人、环境和时间”在高职学生潜能开发行动研究中的具体内涵。论文提出了潜能开发应该以学生的成长需要为出发点和依据,强调模型中个人特征中的动力特征——成长需要作为驱动力牵引着资源特征——潜能或能力不断展现或增强,形成基于成长需要的潜能开发PPCT行动研究的初步模型。本论文应用行动研究去验证模型的可行性和有效性。行动研究面对的首要问题是:高职学生成长需要的结构如何?成长需要的现状如何?进而确定对学生的哪些潜能进行开发?研究应用问卷调查法,在预调查基础上,经过探索性因子分析和验证性因子分析,明确了八个维度的高职学生成长需要结构——校园适应、人际交往、集体认同、自主学习、认识自己、自我控制、调节情绪、创新发展,经检验自编问卷具有较好的信效度。运用该问卷对H职业技术学院学生进行调查,结果显示高职学生的成长需要非常强烈,他们渴望得到关注,希望更好地发展自我;不同年级、性别和生源地的高职学生的成长需要存在显著差异。论文结合高职学生成长需要调查和用人单位调查结果的分析,生成了高职学生潜能开发的清单:八项核心能力——环境适应、人际沟通、团队协作、自主学习、自我认知、自我控制、情绪管理、创新实践能力;三种人格品质——阳光心态、感恩习惯、创新意识。在PPCT行动研究模型的指导下,通过三轮的“计划—行动—观察—反思—再计划??”的行动研究,形成了三个阶段的学生潜能开发过程。行动研究取得良好效果,实验组学生通过参与潜能开发活动课程的课外学习,八种潜能得到有效开发,学业成绩同步提升,人格日趋完善和成熟,更加自信从容,行动研究取得良好效果。同时实验结果也为潜能开发项目在全校应用和推广奠定了基础,通过进一步优化培养方案,推广至全校性的行动研究构建了“成长驱动、潜能开发”培养模式,采取了“六措并举、部门联动”的培养路径,形成了“教学与学工、课内与课外、共性与个性”三融合的协同育人长效机制,开发了系统化的活动课程,推进了本校教学改革和学生工作转型,促进了师生教学相长。通过对行动研究和推广应用过程进行回顾和反思发现,本研究以布朗芬布伦纳的生物生态学PPCT模型为原型,形成了本土化、情境化改造后的高职生潜能开发的PPCT行动模型,在实践运用中可行、有效。透过潜能开发带给学生内隐和外显的积极变化,研究发现了潜能开发过程之于学生成长与发展的内在机理——“内在驱动,知行合一”、“双向互动,建构发展”、“持续培育,成长心态”。依据PPCT模型的环境系统结构,本研究也对高职学生潜能开发的局限性进行了探讨和分析,针对不同层次环境系统中的个人、事物——成长中的高职学生、高职学生事务工作者、高职院校、学生家长及社会文化环境建设,提出了促进高职学生成长与发展的相关建议。实践表明,基于成长需要的高职学生潜能开发行动研究模型为高职学生事务转型改革提供了有力支持,验证了布朗芬布伦纳PPCT模型在我国教育实践运用中良好的适用性。更多还原

【Abstract】 At present,higher vocational education is ushering in unprecedented opportunities for development as China has attached great importance to higher vocational education.However,the quality of talent cultivation in higher vocational colleges fails to meet the developmental needs of the country due to the historical and realistic reasons.Driven by technical rationality,higher vocational education tends to focus on the cultivation of skills rather than competencies,directly leading to the monotonous knowledge structure of students,and the neglect of students‘ potential so that students take on a tendency of one-dimensional development.The philosophy of the student-related work in higher vocational colleges lags behind which focuses on the uniformity,but ignores individuality,resulting in the suppression of students‘ growth needs and the dominant role of students is missing in higher vocational education.As the society is deeply influenced by the inertia of the traditional elite education mentality,higher vocational students are labeled as ―poor academic students‖.As a result,they lack self-confidence and sufficient development impetus.It is an urgent issue to arouse the initiative of higher vocational students for autonomous development,in order to meet their growth needs,and promote the display of their potential.This study intends to explore the above issue by adopting the action research method.Although an action research is oriented to practice,it also calls for theoretical guidance.Through literature review,it is found that ―potential development‖ and ―growth needs‖ are not clearly defined,and there is no empirical research combining these two concepts.This paper analyzes and generalizes the connotation and extension of ―growth needs‖ and ―potential development‖,the coreconcept in this study,and clarifies the internal logical relationship between them.Based on the relevant theories of student development,psychology,pedagogy and philosophy,this study introduces the PPCT model of Bronfenbrenner‘s bioecology,namely,―person-Process-Context-Time‖,into higher vocational education context,analyzes its appropriateness in China‘s higher vocational education,and further elucidates the concrete connotation of ―Person-Process-Context-Time‖ in the action research on the potential development of higher vocational students.This paper puts forward the idea that potential development should start from and be based on the growth needs of students,and emphasizes the dynamic features of the personal characteristics in the model--growth needs drive the resource characteristics as the driving force--potential or ability is constantly displayed or strengthened,forming a preliminary model for PPCT action research on potential development based on growth needs.This study employs the action research to verify the feasibility and effectiveness of the model.The primary issue that action research needs to address is what is the structure of the growth needs of higher vocational students? What is the current situation of growth needs? What potentials of students are identified for development? this study adopts the questionnaire method.On the basis of a pre-survey,eight dimensions for the growth needs structure of higher vocational students are identified,namely,campus adaptation,interpersonal communication,collective identity,autonomous learning,self-understanding,self-control,emotion regulation,innovative development through exploratory factor analysis and confirmatory factor analysis.And the self-designed questionnaire has good reliability and validity upon examination.Then the questionnaire is used to investigate students in H Vocational and Technical College.The results show that higher vocational students have very intense growth needs,as they are eager to get attentions and hope to better develop themselves.There are significant differences in the growth needs between students of different grades,genders and places of origin.Combined with the analysis of the survey,results of the growth needs of higher vocational students and employing units,this paper has generated a list of the potential development for higher vocational students,i.e.,eight core competencies list,they are environmental adaptation,interpersonal communication,team cooperation,autonomous learning,self-cognition,self-control,emotional management,and innovative practical ability;Three personality traits meanssunshine mentality,habit of gratitude,and innovation awareness.Guided by the PPCT action model,a three-stage process of student potential development has been developed through three rounds of the action research,namely,―planning--action--observation--reflection--replanning‖.Meanwhile,the newly arising issues are actively dealt with.Modifications are made for timely adjustment in the process of the study.The action research has achieved good results: The students in the experimental group have effectively tapped eight kinds of potential through participating in extracurricular learning activities designed for potential development course;Their academic achievements have been improved simultaneously;Their personality is becoming increasingly consummate and mature;and they are more confident and graceful.This has also laid a foundation for the application and promotion of the potential development project in the whole school.Through further optimizing the training program,a ―growth-driven and potential development‖ training mode has been constructed for the action research and promoted to the whole school.The training pathway of ―adopting six measures simultaneously,coordinating departmental actions‖ has been adopted to establish a long-term collaborative education mechanism integrating ―teaching and student work,in-class and extracurricular activities,commonness and individuality‖.A system of activity curricula has been developed,which promotes the school‘s teaching reform and student work transformation,so that teaching benefits teachers as well as students.Through the review and reflection on the action research,and its promotion and application process,it is found that this study,taking the PPCT model of Bronfenbrenner‘s bioecology as the prototype,has formed a localized PPCT action model for the potential development of higher vocational students after a situational transformation.It shows the new model is feasible and effective in practice.Through the implicit and explicit positive changes from potential development to students,the study reveals the internal mechanism of potential development process to students‘ growth and development,that is,―internal drive,unity of knowledge and action‖,―two-way interaction,construction and development‖,―continuous cultivation,growth mentality‖.According to the environmental system structure of the PPCT model,this study also discusses and analyzes the limitations of the potential development of higher vocational students.Relevant suggestions are put forward to promote the growth and development of higher vocational students in view of individuals and factors in different levels of environmental system,i.e.,growing higher vocational students,higher vocational student affairs workers,higher vocational colleges,students‘ parents,and construction of social and cultural environment.It is proven that the action research model for potential development of higher vocational students based on the growth needs provides strong support for the reform of higher vocational students‘ affairs,and verifies good applicability of Bronfenbrenner‘s PPCT model in Chinese educational practice.更多还原