农业高职院校学生对小组合作学习认可度、满意度及影响因子的研究

Recognition, Satisfaction and Influencing Factors of Group Cooperative Learning among Agricultural Vocational College Students

小组合作学习是“线上+线下合作教学模式”的基本起点,但是尚无有关小组合作学习的认可度、满意度的影响因子的研究报道。以前人的研究为基础,自编问卷,对农业职业院校——玉溪农业职业技术学院的学生抽样进行问卷调查,对得到的数据,使用SPSS 17.0进行描述性统计、并运用Ordinal有序回归分析进行影响因素的分析,分析得到学生对小组合作学习的认可度、满意度,及其显著性影响变量。发现学生对于认可度、满意度,显著性影响变量是:学生自然因素中的性别、月生活费、生活费来源;学生认知因素中,有任课教师实施小组合作学习的原因是培养学生主动发现不足的能力、学生的问题在于对合作学习重视不够与对学习策略和方法掌握不够、小组合作学习的作用在于激发学生自主学习的积极性和有利于学生对课本知识的理解。因此提出强化重点人群的工作,重点在于提高学生对小组合作教学的认知的应对措施。

Group cooperative learning is the basic starting point of "online and offline cooperative teaching mode", but there is no research report on the recognition and satisfaction factors of group cooperative learning. On the basis of previous studies, a selfdesigned questionnaire was designed to investigate the students of Yuxi Agriculture Vocation-Technical College. Based on the data obtained, descriptive statistics and Ordinal regression analysis were carried out using SPSS 17.0. The recognition degree, satisfaction degree and significant influencing variables of group cooperative learning were obtained. It is found that students’ recognition and satisfaction are basically acceptable, and the significant influencing variables are gender, monthly living expenses and sources of living expenses among the students’ natural factors. Among the students’ cognitive factors, the reason why some teachers implement group cooperative learning is to train students to actively find deficiencies, pay enough attention to cooperative learning, grasp enough learning strategies and methods, and the role of group cooperative learning stimulates students’ enthusiasm for autonomous learning and is conducive to students’ understanding of textbook knowledge. Therefore, this paper puts forward the corresponding measures to strengthen the work of key groups and focus on improving students’ cognition of group cooperative teaching.