学业成功学生是如何学习的——基于课程学习行为序列的分析

How Undergraduates Learn to be Academic Achievers——Based on the Analysis of Curriculum Learning Behavioral Sequence

根据2018年H大学“本科生学习与发展调查”数据,建构课程学习行为序列,利用滞后序列分析法探索学业成功学生课程学习行为特征,研究发现:学业成功学生的课程学习行为图景呈现“课前-课中-课后”紧密联结的意义学习模式,课程学习行为路径呈现强关联与多互动的循环状态,课程学习行为节奏呈现低阶学习与高阶学习的纵向协调。为提升学生的学习效果,应重视课前低阶学习的基础性作用,强化教师促进者身份,为学生创设意义学习空间。

Based on the data of the Students Survey of Learning and Development(SSLD)in H University in 2018,this paper constructs a kind of“curriculum learning behavioral sequence”and explores the learning pattern by lag sequential analysis.The study shows that the picture of curriculum learning behavior presents such pattern of significant learning as“pre-class-in-class-after-class”with close connection;the path of curriculum learning behavior presents a recurrent state of strong correlation and multiple interactions;and the rhythm of curriculum learning behavior presents the longitudinal coordination between loworder learning and high-order learning.In order to improve learning effects,it is necessary to stress the basic role of low-order learning before class,strengthen the identity as a facilitator,and create significant learning space for students.