大学生碎片化学习中注意力失焦归因研究——基于扎根理论的质性分析

Research on Attribution of Attention Deficit in College Students’ Fragmented Learning: Qualitative Analysis Based on Grounded Theory

随着移动互联网技术的发展和应用,碎片化学习已经成为大学生自主学习的一种重要方式,而注意力失焦是现阶段大学生碎片化学习面临的普遍问题。了解大学生碎片化学习中注意力失焦的原因,对于理解和优化大学生碎片化学习、提升大学生碎片化学习注意力、提高大学生自主学习质量等具有重要的价值。研究对36名有碎片化学习注意力失焦问题的大学生进行了深度访谈,依据扎根理论的基本原则,利用NVivo11质性分析工具辅助进行三级编码,归纳总结大学生在碎片化学习中注意力失焦的原因。研究发现,大学生在碎片化学习中受到来自内部、外部多种因素的负面影响,会出现注意转移、分散、中断及控制弱化等现象,其中,碎片化学习资源内容质量不高是大学生碎片化学习中注意力失焦的直接原因;互联网的影响、物理学习环境多变和元认知能力不足是导致大学生碎片化学习中注意力失焦的主要原因;学习投入不足与缺乏内驱的学习动机是大学生碎片化学习中注意力失焦的根本原因。

With the development and application of mobile Internet technology, fragmented learning has developed into an important way for college students to learn independently, and attention deficit is the common problem faced by college students in fragmented learning. Understanding the causes of attention deficit is of great value for understanding and optimizing the fragmented learning of college students,improving their attention in fragmented learning and the quality of their independent learning. In this study, an in-depth interview is conducted with 36 college students who have the problem of attention deficit in fragmented learning. According to the basic principles of grounded theory, NVivo11 qualitative analysis tool is used for three-level coding, and the causes of attention deficit are summarized. The study finds that college students are negatively affected by various internal and external factors in fragmented learning, which may result in attention shift, dispersion, interruption and control weakening. Among them,the poor quality of fragmented learning resources is the direct cause of students’ attention deficit in fragmented learning, while the influence of the Internet, the changeable physical environment and the lack of metacognitive ability are the main reasons. Insufficient investment in learning and lack of internal motivation are the basic reasons for college students’ attention deficit in fragmented learning.