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1.
《教育与教学研究》2022,(3):28-38
批判性思维是21世纪人才的核心素养，对大学生的学习与发展具有重要作用。为探析大学生批判性思维、学习投入与学习收获之间的关系，文章通过问卷调查与分析发现：大学生批判性思维的整体水平良好，但求真性维度发展滞后；批判性思维的求知欲和系统性对学习收获具有显著的正向预测作用；学习投入的行为投入、认知投入和情感投入能够显著正向预测学习收获；学习投入在批判性思维与学习收获之间具有完全中介作用。根据结论，得到相关教育教学启示：加强求真精神培养，弥补大学生批判性思维发展短板；激发求知欲，渗透系统性思维，最大化提高大学生的学习收获；加强学习投入引导，着力提高大学生的学习收获。 相似文献
2.
在高等教育内涵式发展的背景下,以学生发展质量为载体反映高等教育质量的大学生学习性投入成为考察和评价高等教育质量的指标之一。本研究基于变化评定模型,将学习性投入的五大可比指标进行整合编码,探讨院校环境支持对大学生学习收获的影响,以及社会性人际互动与学生努力质量在院校环境支持对学生学习收获影响中的链式中介作用,以深入揭示院校环境支持对大学生学习收获的影响机制,为高校改善院校环境支持、提升大学生的学习投入与学生发展提供建议,从而促进大学生的有效学习,提高高等教育质量。 相似文献
3.
大学生的师生互动状况与他们的学习投入度密切相关。大学生在与教师的当面交流、书面交流或其它电子媒介交流的频率和效率普遍都很低,他们的学习积极性和主动性及学习性投入都远远不够,没有正确认识教师和学生的主体地位。本文通过抽样调查,发现师生互动的差异,寻找切实可行的原因策略,以期对以后的教与学活动有所帮助。 相似文献
4.
陈世华 《集美大学学报(教育科学版》2015,16(2):27-31
批判性思维一直是高等教育的重要内容。经过量表测量发现,大学生批判性思维能力良好,但不优秀,说明大学新生批判性思维能力还有很大的上升空间。经过以"传播学"课程教学为刺激物的实验研究后,发现大学生批判性思维培育是有效的,但培育效果没有想象中的那么强大,不同的培育方式的效果也有差异。应该将批判性思维的培育贯穿于大学教育的始终,提升教师批判性思维能力,改革教学方法和考核方式,注重对话交流和案例教学,营造宽松自由民主的学习氛围,建立新型师生关系,努力培育大学生批判性思维能力。 相似文献
5.
国内外研究证明,协作学习、研究性学习、在线交流、学术对话等学习方式均具有促进学生批判性思维发展的作用。因此,有效地将以上多种学习方式与传统教学相结合,以混合式学习的方式促进学生批判性思维能力的发展将是一种有意义的探索。文章以大学三年级学生为实验对象,主要通过不相等实验组对照组前后测准实验研究,验证了有效利用混合式学习对发展大学生批判性思维能力具有显著促进作用。 相似文献
6.
《赣南师范学院学报》2015,(5):82-86
利用"大学生学习性投入调查"问卷作为测量工具,以江西4所普通本科院校的学生作为调查对象,使用结构方程模型分析校园支持、生师互动与学习收获之间的关系。结果表明,校园支持对学习收获具有显著正向的影响效应;生师互动在校园支持与学习收获之间具有部分中介效应。实证研究结果有助于进一步厘清大学生学习性投入对学习收获的影响机理,对于提升大学人才培养质量具有一定的实践价值。 相似文献
7.
在国际高等教育领域,学生学习性投入被认为是衡量大学教育质量的重要指标,学习性投入调查已成为高等教育质量评估和学情监测的重要手段。本研究采用问卷调查法,在借鉴“全美大学生学习性投入调查(NSSE)”和“中国大学生学习性投入调查(NSSE-China)”的基础上,结合我国现代远程教育的特定情境,编制“远程学习者学习性投入调查问卷”,以1394名远程学习者为样本开展调查研究。结果显示：远程学习者的学习性投入水平总体较高,各维度从高到低依次为学业要求、个体努力、院校支持、人际互动;远程学习者的学习性投入水平在部分层面差异显著,学习层次、学习时长对学业要求维度有显著影响,年龄对个体努力维度及学习性投入总体有显著影响。建议远程教育院校建立以学习性投入为核心的远程教育学情监测机制,以及时了解、诊断教育教学过程中存在的问题,不断提高现代远程教育质量。 相似文献
8.
本研究从以学习者为中心理论的视角，基于“院校影响因素理论模型”构建了我国“双一流”建设高校来华留学研究生学习成效影响因素的分析模型。依据国际高等教育实践、结合质性访谈，综合设计了大学教育环境、来华留学研究生学习性投入及其学习成效量表。以上海九所“双一流”建设高校的抽样数据进行结构方程模型路径分析，探究学习成效各影响因素的相互作用机制。研究发现：大学教育环境对来华留学研究生“认知成效”的影响完全以学生的学习性投入为中介产生间接的正向预测作用；而对“情感成效”的影响，相比于其他环境变量的完全间接效应，课程教学环境发挥了更多的直接效应。尽管校园文化氛围对来华留学研究生的学习成效有显著正向预测作用，但课程教学和科研训练的环境仍是影响学习成效增值的核心。来华留学研究生在科研训练中的投入最能正向影响情感成效增值。 相似文献
9.
本研究使用华中地区一所理工科院校的调查数据,分析工科专业本科生在学习性投入和学业收获中存在的性别差异,检验工科专业本科生学习性投入对其学业收获的影响是否因性别而存在不同。研究发现：工科专业女生在学习努力程度、课外拓展学习、学习意义感、学习动力及感知到的学术环境和人际关系等因素上均显著高于男生,但在生师交流互动、专业兴趣上显著低于男生;工科专业女生在校期间学习性投入程度更高,学习成绩更好,但对自我学习收获的评价相对较低;学习性投入各因素对工科专业男女生学业收获的正向促进作用也有所不同。对此,本文提出工程教育改革应重视工科专业女生的专业自信心和归属感的建立,以消除单一的男性主导的工科学习环境对女生学习及发展的潜在影响。 相似文献
10.
学习投入度作为学校人才培养质量的重要影响因素,已经被广泛应用在高校教育质量评价和大学生学情调查中,然而其在高职院校的教学质量评价中的应用仍有待提高。研究基于Kuh的学习性投入理论,选择NSSE常模中的四大主题学习性投入指标,对问卷进行汉化和高职化调整,在全国范围内对10所高职院校共3688名学生进行问卷调查。抽样调查发现,高职院校学生学习投入度有很大提升空间,四大主题中学业挑战度、同伴学习和师生互动得分较低,校园环境得分较高。不同年龄、母亲受教育程度和不同生源的学生学习投入存在显著差异。建议“三教”改革要聚焦学生和学习,大力促进学生学习性投入,给予非高考生更多的学业指导和帮助,提升课程的高阶学习比重,提高学生的多元化交流能力,加强对学生的学业支持和指导,提高学生服务水平,帮助学生取得学业成功。 相似文献
11.
Student Engagement and Student Learning: Testing the Linkages* 总被引：6，自引：0，他引：6
This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of
academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether
institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted
of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of
student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although
most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement
than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain
institutions more effectively convert student engagement into higher performance on critical thinking tests.
*A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego,
April 2004. 相似文献
12.
Molly Espey 《高等教育研究与发展》2018,37(1):15-29
This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average. 相似文献
13.
ABSTRACT: Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16‐wk semester using the ACT‐CAAP? (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT‐CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non‐native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student‐led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student‐led feedback are conducted in smaller sized recitations. 相似文献
14.
Dialogue based approaches to education have been shown to benefit students through the quality of shared discourse. Warm conceptual change theories propose that these benefits are also mediated by increasing student engagement. Discourse and engagement effects were isolated in this study by having 130 third and fourth grade students read a science text for different purposes (no stated purpose, to prepare for a regular classroom discussion, or to prepare for an argumentative discussion) and then testing children before the discussion took place. Children who anticipated a discussion, especially an argumentative discussion, read more slowly than other children after controlling for fluency. A subset of reading times predicted conceptual growth. Finally some children who participated in argumentative discussions had higher rates of conceptual growth. Results substantiate the efficacy of argumentative discussion as a context for reading scientific texts, and they support the central mechanism of dual-processing theories of warm conceptual change. 相似文献
15.
E. D. Duryea 《College Teaching》2013,61(2):65-67
A large literature establishes the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the differential effects of various discussion environments on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level political science class. We compare how students evaluated discussions in the whole-class environment, in small face-to-face discussion groups, and in online discussion groups. Overall, according to student surveys, small discussion groups elicited the highest student satisfaction and scored highest in critical thinking skills, while online discussions provided the best forum to express thoughts. While they did not favor all-class discussions, students reported that this format, too, provided benefits. 相似文献
16.
Mary Breunig Jocelyn Murtell Constance Russell 《Journal of Adventure Education & Outdoor Learning》2013,13(4):267-283
In Canada there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of three case studies of Ontario ESPs indicate that program participation has ‘real world’ applications and creates a safe space for genuine dialogue and critical reflection, and that students experienced changes in environmental attitudes and behaviors as a result of program participation. These findings offer further documentation of the benefits of integrated ESPs, including increased student engagement, learning experiences that are practical and relevant to students’ lives, experiential learning that is memorable and opportunities for development of social and interpersonal skills. 相似文献
17.
Student engagement that leads to enhanced learning outcomes involves three interdependent facets: behaviour, emotion and cognition. As such, learning activities that encourage deep learning and the intellectual challenging of minds should provide opportunities for reasoning and critical and creative thinking. An approach that resonates strongly with student engagement involves fostering student voice in the classroom, and the generation and utilization of students’ questions is one means of achieving this. Implicit in this approach is the need for both teachers and students to pose questions that engage and intellectually challenge thinking. In this pilot case study, eight volunteer teachers from one school chose to investigate their own practice by either focusing on their own questioning skills to foster student engagement in the classroom or, on how they could support their students to generate intellectually challenging questions that lead to increasing student voice, engagement and deeper learning in the classroom. Key findings were that who does the questioning is not an either-or dichotomy, and that significant pedagogical shifting requires a long-term focus. This shift is influenced by teachers’ commitment to using questioning as a pedagogical approach for enhancing student learning. 相似文献
18.
This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which was run over a two week period. Data were generated from several sources, including individual student evaluations, a focus group discussion, lecturer reflections and summative assessment results. During the course, the development of critical thinking skills was scaffolded by different thinking approaches to the possibilities and problematics of student-selected case studies, followed by a collaborative re-examining of ‘what is known’ about Citizen Science. Spiralling engagement with various resources harnessed the diversity of the class, as they drew on their personal and disciplinary backgrounds. The insights highlight possibilities for alternative higher education teaching models for emerging subjects such as Environmental Science, where the competencies required of graduates, such as critical thinking and coping with uncertainty, differ significantly from traditional ‘science’ competencies, and therefore require a departure from traditional teaching methods. 相似文献
19.
This paper presents a dialogue between an academic economist and an educational developer. It asks whether it is possible to teach in a way that works well for all students. The economist contends that teaching entails making a choice as to which students should benefit most—the more academically capable or the lower‐achieving students. He sees this as a question of social choice. The educational developer suggests that teaching can be organized such that all students can benefit optimally. The dialogue seeks to resolve this difference. It draws on the work of John Biggs, using his diagrammatic representation of the relation between student orientation, teaching method and level of engagement. Biggs debriefs the dialogue. He rejects the focus on particular students andargues rather that teaching should incorporate optimal degrees of freedom in learning activities and assessment, thus enabling levels of engagement for all students to be maximized. 相似文献
20.
Samuel I. Bellman 《College Teaching》2013,61(1):53-57
Using a sample of 751 undergraduate students and 85 of their faculty, the author examined the extent of faculty-student differences in their priorities placed on eight learning goals. The findings show that students placed significantly more importance on career preparation, scientific reasoning, personal development, and art and cultural appreciation and that faculty placed significantly more importance on critical thinking and mastery of discipline content. Students and their faculty did not differ significantly on the priorities they placed on basic academic skills, citizenship, and values. The implications of these findings are discussed in terms of curriculum development and an increasing belief that student development and learning are improved when curricula assess and incorporate students' goals and priorities. 相似文献