探索有效终身学习之指标:“学习能量”及其动态测评被引量：14

Exploring the Indicators of Effective Lifelong Learning: Learning Power and its Measurement

下载PDF

导出

摘要 "学习能量"有关学习的倾向、态度和价值观,是英国教育界近年来出现的讨论"学会学习"的一种新的话语。它包含了改变与学习、意义建构、探究意识、创造力、学习关系、战略意识和心理弹性七大维度。"有效终身学习指标"作为其动态测评工具,对教学和科研的意义重大。"学习能量"为切实改进教学法、进行课程变革、开展个性化学习以及发展终身学习型社会提供了有力的理论依据和实践框架。它最大的创新之处在于激发并解放了学习者终身学习的能动性,对进一步深化中国的教育改革有着重要的启示。 Learning power is concerned with dispositions, attitudes and values for learning and has been recently developed in the UK as a new language to discuss ＂learning how to learn＂. It consists of seven dimensions： Changing and Learning, Meaning Making, Critical Curiosity, Creativity, Learning Relationships, Strategic Awareness and Resilience. Effective Lifelong Learning Inventory as the measurement tool of learning power is of great pedagogical and research significance. Learning power theories provide substantial conceptual support and practical guidance for pedagogical development, curriculum reforms, personalized learning and development of a lifelong learning society. Its major originality lies in that as an emancipatory model of lifelong learning, it helps learners achieve the agency for effective learning. It also offers important insight for further educational reforms in China.

作者任凯鲁思.迪肯.克瑞克

机构地区陕西师范大学教育学院英国布里斯托大学

出处《教育学报》 CSSCI 北大核心 2011年第6期84-90,共7页 Journal of Educational Studies

基金第49批中国博士后科学基金面上自主项目"学习能量"(项目编号:20110491641)系列论文之一

关键词学习能量学会学习终身学习有效学习学习心理学习能力测量 learning power learning how to learn lifelong learning effective learning psychological state of learning measurement of learning competencies

分类号 G442 [哲学宗教—发展与教育心理学] G72 [文化科学—成人教育学]

引文网络
相关文献

参考文献10

1Jarvis, P. Globalization, lifelong learning and the learning society., sociological perspectives[M]. London.. Routledge, 2007:15.
2Claxton, G. Wise Up: The Challenge of Lifelong Learning [M]. London: Bloomsbury, 1999,25.
3Deakin Crick, R. Learning how to learn: The dynamic assessment of learning power [J]. Curriculum Journal, 2007, 18 (2).
4Bidjerano, T. & Dai, D. Y. The Relationship between the Big-Five Model of Personality and Self--Regulated Learning Strategies [J]. I.earning and Individual Differences, 2007, 17(1).
5Deakin Crick, R. & Yu, G. The Effective Lifelong Learning Inventory (ELLI): Is it valid and reliable as an assessment tool? [J]. Educational Research, 2008, 50(4).
6Deakin Crick, R. Learning power in practice: a guide for teachers [M]. London.. Paul Chapman. 2006.. 32-50.
7Mahn, H. & John-Steiner, V. The gift of confidence.. A Vygotskian view of emotions[M]. In Wells, G. & Claxton, G. (eds) Learning for life in the 21st century: sociocultural perspectives on the future of education. Oxford.. Blackwell. 2002: 58.
8Deakin Crick,R. , McCombs, B. , Haddon, A. , Broadfoot, P. & Tew, M. The ecology of learning: factors contributing to learner-centred classroom cultures [J]. Research Papers in Education, 2007, 22 (3).
9任凯. "Could do better, so why not?" Empowering underachieving adolescents [M]. PhD thesis for University of Bristol. 2010:216.
10陈佑清.多维学习与全面发展——促进全面发展的学习机制探讨[J].教育研究,2011,32(1):45-49. 被引量：30