基于具身认知理论的研究生学习投入度影响因素研究

Research on the Influential Factors of Learning Engagement Degree of Master Degree Candidates Based on Embodied Cognition Theory

具身认知强调生理与环境融合并作用于认知过程,这与学习投入即身心投入于学习的内涵相吻合。基于此,文章通过具身认知视角设置问卷,采用路径分析法,重点对西南地区部分高校硕士研究生学习投入度及影响因素进行考察,这对高校人才培养质量的提升有着重要现实意义。研究表明,各影响因素对学习投入的作用机制大小各不相同,其中,个体因素中学习信念对学习投入解释度最高;院校课程结构设置是否合理比教学服务质量的影响更大;有助于自身科研学习的导师指导方式更受学生青睐。鉴于此,文章从学校、导师、学生三个角度提出一些对策与建议,以期促进硕士研究生学习投入的有效提高。

Embodied cognition emphasizes the integration of physiology and environment and its effect on the cognition process,which is identical with the connotation of learning engagement,namely,the engagement of body and mind on learning.Based on this,the article has set up the questionnaire from the angle of embodied cognition,adopted the path analysis method,inspected mainly the learning engagement degree and influential factors of master degree candidates in some parts of colleges of southwest areas,which are of great realistic significance to the promotion of college talents cultivation quality.The research has shown that the active mechanism of each influential factor to learning engagement differs from one another,among which,the interpretation of learning beliefs to learning engagement in the individual factors is the highest,the rationality of college curriculum structure setting has greater influence than teaching service quality,and the tutors’guidance method,conducive to their own scientific research and learning,is much more favored by students.As a result,the article has put forward some strategies and suggestions from three angles,namely,schools,tutors,and students,hoping to promote the effective advancement of the learning engagement of master degree candidates.