受教育者对项目制数字人文教育的认知态度及其影响因素

Educatees’ Cognitive Attitudes Towards Project-based Digital Humanities Education and Their Influencing Factors

数字人文研究的兴起亟需与之相匹配的教育体系。文章基于对中国人民大学“数字记忆厚重人才培养计划”的个案研究,参照教育的内部结构要素理论,运用深度访谈法收集数据,采用编码的方式分析数据,从教育者、受教育者、教育内容和教育手段4个维度探究受教育者对项目制数字人文教育的认知态度,构建项目制数字人文教育整体框架,据此从教育者、受教育者、教育者与受教育者的交互、教育内容与教育手段的匹配、外在环境等方面揭示受教育者认知态度形成的影响因素,旨在为数字人文教育实践提供参考借鉴。

The rise of digital humanities urgently calls for a matching education system. Guided by the theory of internal structural elements of education,this paper conducts a case study on “Digital Memory Talent Training Program” in Renmin University of China. Based on data collected through in-depth interviews,it makes an analysis of educatees’ cognitive attitudes towards project-based digital humanities education from the four dimensions of educators,educatees,educational content and educational means. It then constructs an overall framework of project-based digital humanities education,and reveals the influencing factors in the formation of educatees’ cognitive attitudes from the perspectives of educators,educatees,the interaction between educators and educatees,the matching of educational content and educational means,and the external environments,etc.It aims to provide reference for the further development of digital humanities education.