群体互动环境下的大学生内隐学习行为量化研究--以管理心理学教学为例

Quantitative study of college students' implicit learning behavior in the interactive group environment——A case study of management psychology teaching and learning

目的通过模拟群体竞争环境,从内隐学习的角度来设计教学以激发学习者的无意识认知,探索对大学生内隐学习行为量化评价的可行性,并为其他社科类教学提供范例。方法根据大学生内隐学习的特点,通过文献调研、专家论证、预调查等方法确定评价内容,以学生自评量表为工具,以北京中医药大学2013级工商管理班的学生为样本,通过管理心理学课堂活动——搭塔活动,对大学生"遵守行为规范、参与合作、创新、领悟力、人际冲突调节、沟通、领导、目标、压力、竞争与反馈等"11种学习行为进行量化评价。采用SPSS 19.0进行统计分析。结果经检验,该评价工具信度a>0.8;除压力外,10个维度效度检验中R>0.4;85%的学生通过课堂搭塔活动学习到相关管理知识;各小组学习行为在11个维度的量化中,影响最大的是遵守行为规范(R=0.385),其次是创新(R=0.190),然后是目标(R=0.164)、领导(R=0.163);各组间仅在遵守行为规范、沟通、领导3个维度存在明显差异(P<0.05)。结论大学生内隐学习行为可以进行量化评价,量化工具具有良好的信度、效度,群体互动环境下的大学生内隐学习效果良好。

Objective By simulating the group competition environment from the perspective of implicit learning, todesign teaching to stimulate learners＇ unconscious cognition, to explore the feasibility of university students＇ implicit learning behavior within the quantitative evaluation, and to offer example for teaching courses of othersocial sciences. Methods According to the characteristics of the college students＇ implicit learning, this paperadopted convenience sample, expert evaluation and pre-survey methods. Business Administration students of theyear 2013 in Beijing University of Chinese Medicine were selected and appraised with the Student Self-rating Scaleunder tower ride activities, which includes 11 dimensions such as obeying regulation, participation in cooperation,innovation, perception, interpersonal conflict balance, communication, leadership, goal, stress, competition andfeedback. Statistical analysis was done with SPSS19.0. Results 85 percent of the students could learn relevantmanagement knowledge from the tower activities. In the 11 dimensions of the quantification of the group learningbehavior, the greatest impact was obeying regulation（R=0.385）, followed by innovation（R=0.190）, and then the goal（R=0.164）, leadership（R=0.163）. There were significant differences among the groups in the three dimensions ofobeying regulation, communication and leadership（P〈0.05）. Conclusion The Developmental Evaluation System isof good reliability, validity and discrimination, which can be used as a tool of evaluating the developmentalevaluation system of college students＇ learning behavior in the interactive group environment.