师范生教育学课程学习策略调查研究

Research on Normal School Students' Learning Strategies for the Course of Pedagogy

对412名师范生教育学课程学习策略基本情况的调查结果表明:(1)师范生在学习教育学课程时所运用的策略由多到少依次是资源管理策略、表层认知策略、深层认知策略和元认知策略;(2)师范生学习教育学课程所用学习策略在性别、学制、专业性质、家庭住址、父母职业等背景变量上均未达到显著差异水平。男女学生在表层认知策略上有显著差异(t=-2.277,p<0.05),父母职业在师范生元认知策略上存在显著差异(F=2.501,p<0.05)。

An investigation of 412 noimal school students＇ leaming strategies for the course of pedagogy shows： 1. The strategies used by noimal school students in their pedagogy. study are in the order of resources management, surface cognition, deep cognition and primary. cognition; 2. the strategies are not different obviously in sex, school system, speciality, family address, parents＇ profession and etc.. There are obvious differences in surface cognition among boys and girls （t=-2.277, P〈0.05） and in parents＇ profession on students＇ primary, cognition strategies （F=2.501, P〈0.05）.