本文为美国爱荷华大学（作者：Jui-Sheng Wang）的博士论文，共125页。
这项研究考察了四年来深入学习方法对探究倾向发展和终身学习的影响，这是帮助学生面对复杂和快速变化的世界挑战的一个基本的毕业成果。尽管探究终身学习的倾向很重要，但一些文献试图以实际的方式将这一概念付诸实践。在另一项有限的研究中，研究人员探讨了教育过程和深入学习方法如何影响一年级本科生的认知发展。
本文着重探讨了学习方法的深层化过程，通过信息获取的积极情感和有意义结构的概念转变，探究倾向和终身学习的发展。样本中的群体是1914名一年级本科生，他们参加了Wabash国家文科教育研究，是研究的17所院校中的一所。这项纵向研究的目的是使用三类数据来控制学生背景特征、机构类型、对有组织教学的总体接触和其他大学经历。
本研究采用普通最小二乘回归和加权算法，根据种族、性别、预科总学业准备和预科对认知需求的测量等方面的差异，研究影响结果是一般的还是有条件的。本研究采用纵向、前测后测设计及统计对照，发现高阶学习量表、整合学习量表及反思性学习量表对四年来倾向及终身学习发展有显著正向影响。此外，研究表明，深入学习方法的效果似乎是普遍的，而不是有条件的。综上所述，研究结果证实，探究倾向和终身学习的成长可以通过深入学习途径来培养。研究结果表明，高等教育工作者应为学生创造一个发展适宜的学习环境，使其将知识组织成认知结构，从而培养学生终身学习的能力。
This study examines the effect of deepapproaches to learning on development of the inclination to inquire andlifelong learning over four years, as an essential graduated outcome that helpsstudents face the challenges of a complex and rapidly changing world. Despitethe importance of the inclination to inquire and lifelong learning, someliterature has attempted to operationalize this concept in practical ways. Inanother limited line of studies, researchers explored how the education processand deep approaches to learning affected students’ cognitive development amongfirst-year undergraduates. This dissertation focuses on the ways that theprocess of deep approaches to learning influences the development of theinclination to inquire and lifelong learning through the positive feelings frominformation acquisition and the conceptual change from meaningful structure ofinformation. The individuals in the sample were 1,914 first-year undergraduatestudents participating in the Wabash National Study on Liberal Arts Educationat each of the 17 institutions in the study. This longitudinal study wasdesigned to use three waves of data to control for student backgroundcharacteristics, institutional types, overall exposure to organizedinstruction, and other college experiences. The current study employed ordinaryleast squares regressions with a weighting algorithm and also investigatedwhether the effects were general or conditional based on differences in race,gender, precollege total academic preparation, and precollege measure of needfor cognition. Using longitudinal, pretest-posttest deign with statistical control,this study found that the higher-order learning subscale, the integrativelearning subscale, and reflective learning subscale generated a significantpositive effect on the development of inclination to inquire and lifelonglearning over four years. Furthermore, the study demonstrated that the effectof deep approaches to learning appear to be general rather than conditional. Insummary, the results confirm that the growth of inclination to inquire andlifelong learning can be fostered through deep approaches to learning. Thefindings suggest that higher education educators should create adevelopmentallyappropriate learning environment for students to organize theirknowledge into cognitive structure, which fosters the capacity for lifelonglearning.
- 引言
- 文献回顾
- 概念框架与研究方法
- 结果
- 讨论与启示
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