基于现象描述分析学视角的大学生学习观研究

A Study of Undergraduates' Conceptions of Learning Based on the Phenomenographic Perspective

目前国内有关大学生学习观的实证研究大都侧重量化调查,尽管这种研究范式有其优势,但缺乏对观念本身的深入分析和观念之间联系的探讨。基于现象描述分析学这种质性研究方法和规范,以北京市某高校国际经济与贸易专业本科生的学习观为研究对象。研究发现了6种学习观,即学习就是知识获取、记忆与再现、知识应用、理解、解释现实和个人成长。借助"意义-结构"分析框架对各类观念从意义、内部视域(学习主体、学习对象、学习行为以及学习效果)和外部视域(学习观所处的外部环境)等维度加以深入剖析,结果比较清晰地显示了不同学习观之间的等级关系。这对大学教学工作提出了新要求,即如何促进观念转变进而实现深层次的学习,达到良好的学习效果。答案在于从教学方法、课程设置和评价方式等多方面入手,实现多方联动、多管齐下、协同作用。

A majority of studies on undergraduates’conceptions of learning in China employ the quantitative approach.Although the research paradigm has its own merits,it is unable to provide indepth analysis towards conceptions and the relationship therein.The empirical research is based on the norms of the qualitative phenomenographic approach,by investigating the undergraduates studying the international economics and trade in one university in Beijing.The study found six conceptions of learning,including learning as increasing of knowledge,memorising and reproducing,knowledge application,understanding,interpreting the reality and personal growth.The“referential/structural framework”was used to analyse the different conceptions from the perspective of meaning,internal horizon(the subject of learning,the object of learning,the behaviour of learning and the outcome of learning)and external horizon(the context of conceptions).The results clearly indicate the hierarchical relationship between the various conceptions of learning,and raise a question how to facilitate the conceptual change to achieve the deep approaches to learning and better learning outcomes.The answer lies in the fact that the efforts should be made in terms of pedagogy,curriculum design and assessment methods with multiple coordination and combination.