本科生跨学科考研现象解读——与理想学习者比较的视角

一流本科教育的核心是学习质量,本科生跨学科考研折射的学习问题不容忽视。基于对15名跨学科考研学生的深度访谈,通过主题分析与内容分析归纳其学习投入的具体表征,并与理想学习者进行比较发现,其一,跨学科考研现象具有必然性;其二,跨学科考研中存在“功利型”学生与“学术型”学生两类亚群体,其中“功利型”学生与理想学习者的差距较大;其三,需要特别关注“非本意学习者”及学生的“逃避性投入”。为此,应该通过本科教育制度塑造更多理想学习者,探索建立更为多元且科学的研究生教育选拔方式,同时研究生教育环节应更加注重“学术型”跨学科考研学生的个性化培养。

从学生预习情况评估英语学习自主性

预习在学习中的作用至关重要。本文旨在研究非英语专业学生的预习情况。研究采用了有声思考法、观察法和采访法。研究结果表明,非英语专业学生在其预习过程中通过设定学习目标和选择预习材料、预习方法、监督以及评估预习的方式实现了自主学习。虽然研究中的两组学生都非常重视预习,并在预习中行使了自主性,但理想的英语学习者和待提高的英语学习者之间存在差异,前者能够比后者更有效地控制这种自主学习活动。在此基础上,笔者对英语教学和教材编写提出了一些建议。

A Comparison of the L2 Motivational Self System Between Chinese EFL and ESL Learners

This present study attempts to conduct a comparison of the tripartite model of L2 Motivational Self System in two different learning contexts, Chinese EFL and ESL learning settings. It was designed using a mixed methods approach, with a primary questionnaire instrument being supported by secondary interview data. The quantitative data was submitted to Amos version 18.0 to evaluate proposed models. It was found that L2 learning experience was the most important predictive dimension of intended learning effort for both samples. However, the roles of the other two components, the ideal L2 self and the ought-to L2 self, appeared to be unstable, which concludes that D6rnyei＇s tripartite model obtained partial support in both EFL and ESL contexts. The analysis of qualitative data offers strong evidence for the claim that the future self-guides do not necessarily result in intended effort unless some essential conditions are met.