提出了一种基于使用满足理论(use and gratification theory,UG)分析大学生“双创”微信分享动机因素的方法。首先构建大学生“双创”微信分享动机因素评价指标体系,利用主成份分析法和筛选策略分析大学生“双创”微信分享动机各影响因...提出了一种基于使用满足理论(use and gratification theory,UG)分析大学生“双创”微信分享动机因素的方法。首先构建大学生“双创”微信分享动机因素评价指标体系,利用主成份分析法和筛选策略分析大学生“双创”微信分享动机各影响因素之间的关系和提取关键因素,剔除不显著的因子,应用结构方程模型(structural equation modeling, SEM),分析关键因素和路径系数,结合UG理论构建路径分析模型,对800名大学生进行问卷调查分析大学生“双创”微信分享动机因素。结果表明,影响大学生“双创”背景下的微信信息分享动机关键是,心理层面的自我认同,信息层面的“双创”信息认知,社会层面的社会利他和“双创”整合需要。展开更多
Experiential learning is the opportunity to meld teaching with experience; ＂to do＂ the things students learn about in the classroom, yet outside the classroom walls. I am an instructor that embraces experiential lea...Experiential learning is the opportunity to meld teaching with experience; ＂to do＂ the things students learn about in the classroom, yet outside the classroom walls. I am an instructor that embraces experiential learning. Every other year, I lead a Chican@ Literature class which, after the semester is finished, culminates with a two-week excursion to New Mexico. While on-campus I highlight specific themes within Chicano narrative and poetry. Discussions focus on several key aspects regarding Chican@ Literature whose purpose is to create a voice for those whom have been marginalized within mainstream American culture. Chican@ Literature emphasizes a concept of origin which is reiterated in New Mexico through a sense of place in nature. A second topic often addressed in Chican@ Literature is the idea of aprendizaje. This is a journey of knowledge. In each episode experienced, the narrative voice gains a broader understanding of identity. This aprendizaje is also shared by my students as they gain a sense of self as defined by their own community in juxtaposition with their New Mexican fieldwork and the bilingual poetry they write. Lastly, Chican@ Literature often reveals an author or poet＇s personal culture clash or cultural fusion within the creative work itself. Once again, my students write about their own perspectives in a poetry workshop and presented their pieces during a poetry slam. Some of these pieces are included in this manuscript.展开更多
文摘Experiential learning is the opportunity to meld teaching with experience; ＂to do＂ the things students learn about in the classroom, yet outside the classroom walls. I am an instructor that embraces experiential learning. Every other year, I lead a Chican@ Literature class which, after the semester is finished, culminates with a two-week excursion to New Mexico. While on-campus I highlight specific themes within Chicano narrative and poetry. Discussions focus on several key aspects regarding Chican@ Literature whose purpose is to create a voice for those whom have been marginalized within mainstream American culture. Chican@ Literature emphasizes a concept of origin which is reiterated in New Mexico through a sense of place in nature. A second topic often addressed in Chican@ Literature is the idea of aprendizaje. This is a journey of knowledge. In each episode experienced, the narrative voice gains a broader understanding of identity. This aprendizaje is also shared by my students as they gain a sense of self as defined by their own community in juxtaposition with their New Mexican fieldwork and the bilingual poetry they write. Lastly, Chican@ Literature often reveals an author or poet＇s personal culture clash or cultural fusion within the creative work itself. Once again, my students write about their own perspectives in a poetry workshop and presented their pieces during a poetry slam. Some of these pieces are included in this manuscript.
