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1.
马千帆 《湖北大学成人教育学院学报》2014,(6):43-47
自我导向学习能力作为终身学习能力的重要组成部分,在成人的学习中具有不容忽视的重要作用。针对成人高等学历教育学生自我导向学习出现的目标模糊、资源获取不强、方法落后、自我评估能力不足等问题,基于自我导向学习理论的指导,探析了其解决策略,即设定明确具体的学习目标,利用信息技术获取学习资源,掌握有效的学习策略,培养自我评价能力。 相似文献
2.
Kevin M. Roessger 《Journal of Vocational Education & Training》2016,68(1):118-132
Despite the prevalence of adult skills-based learning, adult education researchers continue to ignore effective interdisciplinary skills-based methods. Prominent researchers dismiss empirically supported teaching guidelines, preferring situational, emancipatory methods with no demonstrable effect on skilled performance or reproducible expertise. This paper presents findings showing empirically supported best bet practices for adult skills-based learning. These findings are synthesised into seven guidelines for skills-based teaching. Educators may use these practices to inform practice and structure learner-centred adaptive training programmes. 相似文献
3.
沈洁星 《海南广播电视大学学报》2013,(4):92-94
针对网络虚拟合作对成人学员学习影响问题,以无锡广播电视大学成人学员为对象分三个年龄段进行了问卷调查。调查证明,合作学习理论和方法对成人学员的影响是积极的:能较好促进学员面授课到课率;学员学习自信心及学习积极性有所提高;帮助学员解决工学矛盾的同时,学员在生活工作方面也获益良多。 相似文献
4.
余婧 《湖北大学成人教育学院学报》2015,(3):40-44,48
知识经济的发展和终身学习的时代要求使成人逐渐学会学习。在当下,成人自主学习能力的培养已成为终身学习能力研究一个重要关注点。本文从社区环境入手,探究了成人学习者在社区中自主学习能力培养的路径,以期为其终身学习能力的掌握与发展提供有效借鉴。 相似文献
5.
近年来,国内对成人转化学习的研究从舶来译介、基础理论研究向本土化、应用型研究过渡,但在将转化学习理论运用于成人教育领域的实践性研究中,存在研究范围窄化、研究方法单一化,研究内容以思辨为主,对工作场所教育的应用性和实践性案例研究较为鲜见。通过重点介绍美国学者将转化学习理论中的批判性反思以及故事讲述法、行动学习法运用到工作场所教育的实际案例,以期对国内成人转化学习从理论进一步走向实践提供指导和参考。 相似文献
6.
This article explores cross-national differences in the intensity of perceived barriers to adult learning in Europe focusing on the barriers recognised by those not participating and having no intention to do so. This relatively large subgroup has received scant scholarly attention, yet exploring their participation barriers is critical for policies aimed at encouraging learning activity. The authors propose a country typology of adult learning based on earlier typologies of welfare state regimes, varieties of capitalism and models of lifelong learning. Multilevel analysis of 19 European countries reveals individual and contextual effects on barriers to adult learning. The results indicate substantial country differences in all types of barriers perceived. In general, in the Nordic countries adults not participating and not intending to participate in learning are the least impeded. For this group of adults, institutional barriers are perceived most often in the Baltic countries, situational barriers occur most frequently in liberal and continental countries, whereas dispositional barriers are most frequent in all post-socialist countries as well as in Southern Europe. This confirms the significance of including structural and institutional factors in addition to individual characteristics in explaining barriers to adult learning. 相似文献
7.
Christopher A. Meyers Richard G. Bagnall 《International Journal of Lifelong Education》2017,36(4):442-457
This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hypermedia and their independent learning. Challenges raised by each of these elements called for a distinctive response from the university, respectively: short-term, readily available technical advice and support; tutoring to develop Web navigation and exploration skills, or the provision of selected readings; and opportunities for online or face-to-face dialogical engagement with others. Recommendations for the online provision of higher education for such learners, then, pointed to the need for an appropriately distinctive response to challenges in each of the three elements: the use of technology calling for individualised and immediate responsiveness to learner issues; the use of hypermedia calling for aggregated advice and resources prepared in advance; and independent learning calling for the prior structuring of opportunities for interactive engagement. Further research is suggested focusing on the relative cost and effectiveness of different approaches to addressing those needs. 相似文献
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9.
郭荔宁 《湖北大学成人教育学院学报》2013,(1):34-36
博览古今,乐学心理的形成与嬗变始终是我国成人学习的引领话语,其中乐学理念与苦学意识的洽合、碰撞乃至冲突,不仅彰显出成人学习本质的文脉绵长,更折射出当代成人学习社会属性的蕴深韵远。本文试图从成人"乐学"心理与"苦学"意识的关系切入,在探究两者之间的缘起、个性、关联的同时,着力使成人学习心理从"学海无涯苦作舟"的自由,聚化为"学海无涯乐为帆"的自在。 相似文献
10.
成人外语学习风格初探 总被引：1，自引：0，他引：1
刘全国 《甘肃广播电视大学学报》2003,13(2):40-42
成人外语学习风格是影响成人外语教学的主要因素,近年来受到了外语教师和外语教学研究的广泛关注。在论述学习风格理论及要素的基础上,概述了我国成人外语学习风格的研究现状,同时提出了成人外语教学中学习风格的优化策略。 相似文献
11.
工作场所学习顾名思义即在工作场所中学习,具有时间灵活、地点固定、环境全真、内容丰富、效果明显等优点,文章从余力理论的角度分析了工作场所学习在减轻负担,增强能量方面所发挥的作用,并从成人学习者个人层面、企业层面以及社会层面分析了工作场所学习的现实意义,以期唤起社会各界对工作场所学习这一成人教育方式的关注。 相似文献
12.
成年外语学习者不可能非常容易地习得外语,因为他们已经失去了无意识习得语言的天赋。语法教学可以作为成年外语学习者用来弥补他们对语言缺乏直觉的重要而有用的一种方式,从而使他们能成功地学习外语。 相似文献
13.
随着网络信息化发展,网络的应用到各行各业,其中,网络在成人教育教学领域的应用效果越来越明显,因此,成人教育网络环境下教学研究成为了新的热点。网络应用于成人教育,给成人教育带来新的发展生机,但是,也给学生带来诸多学习困难问题。本文通过分析影响成人学生学习困难的诸多原因,从而,找出能够帮助解决这些学习困难原因的一些对策,确保学生能够适应这种不同传统的教学模式。 相似文献
14.
吕欢美 《齐齐哈尔师范高等专科学校学报》2012,(3):18-19
成人的学习不同于普通教育下学习者的学习,它与成人的生活经验和社会阅历密切相关,具有很强的自我导向性和自我控制性,存在着普遍的工作与学习间的矛盾。这些都决定了成人教育课程开发不同于普通教育下的课程开发,应该充分考虑到成人学习的特点。 相似文献
15.
Oral presentation skills are considered essential workplace skills and are therefore highly valued in higher education. However, research into this aspect of adult learning is limited, especially in the context of distance and online education. This paper reports on an innovative approach used in a university preparatory program in Australia. Distance students were responsible for choosing a topic, setting and audience, and assessment was based on their self-reflections on the experience. Such an approach represents a radical departure from the usual methods used to practise and assess oral presentations. In this qualitative case study, we draw on students’ responses via portfolio reflections and interviews, using principles of adult learning as a framework for thematic analysis. Findings suggest that this activity fulfilled the needs of adult learners in a number of significant ways, and for some of these students, this oral presentation was a meaningful, even transformative experience. 相似文献
16.
体验式学习理论及其对成人教育的启示 总被引：6，自引：0，他引：6
王国强 《河北工业大学成人教育学院学报》2008,23(3):1-7
"体验式学习"是指在设定学习目标的前提下,学习者在真实或者模拟的环境中.进行切实的实践或体验,然后通过反思、感悟分享,实现自身知识、能力以及态度的提升与重构的一种学习方式.它以学习者为中心,注重体验和反思,强调体验和反思之间的平衡.它一般可以分为:制定目标、具体体验、反思观察、抽象概括、行动应用等环节,具有学员主体性、情境性、行动性、反思性等特征.本文论述了体验式学习的定义、理论发展、特点及其对成人教育的启示. 相似文献
17.
随着社会经济的高度发展,各行各业都受到了高科技的冲击,多媒体的出现改变了传统的思想方法和思维方式。成人教育顾名思义是符合成人各方面发展的教育系统。而移动学习正是基于网络化这一大背景下的新型学习方式,是教育技术的改革和创新。文章将着重阐述对移动学习在各个高校中关于成人教育下的创新。 相似文献
18.
Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences. Although this instrument, Assessing The Learning Strategies of AdultS (ATLAS), appears very simple and is easy to use, a series of multivariate statistical procedures were used to develop and validate it. These procedures are reported here in detail so that practitioners can be aware of its strong research base and use it with confidence. ATLAS can be used either for self-assessment or by an instructor in order to quickly identify how an individual learner approaches a learning task. 相似文献
19.
合作学习作为一种有效的交互手段,应用到远程教学实践,能够激发学习兴趣,维持学习动机,形成合作学习的良好氛围,促进学习者合作技能的发展。根据我国远程成人学习者的特点和自身具有的资源优势,可通过合作学习方式开发与利用成人学习者自身的资源优势,提高远程教育教学质量,达到良好的教学效果。 相似文献
20.
董心愉 《湖北大学成人教育学院学报》2014,(5):39-42
通过收集整理近十年来我国成人转化学习的相关文献,本文对关于我国成人转化学习的研究成果进行了系统的总结和归纳。重点对成人学习的认知转化、学习目标转化、学习方式转化、学习问题转化的成果进行了梳理与评价,并对我国成人转化学习的研究趋势进行理性展望,研制中国特色成人转化学习研究的新方向。 相似文献