学习策略生成的自传作品和访谈研究

为教师有效开展策略教学,学生积极生成学习策略提供路径,就学习策略的生成收集了56份有效自传作品,并对26人做深入访谈。采用扎根理论编码技术及其QSR Nvivo7.0分析软件对资料进行分析,自下而上地建构了学习策略生成的途径模型、影响因素模型、驱动力模型、学习策略生成的总模型。结果表明学习策略生成是多途径的,自发生成包括有意识试误和无意识的顿悟,反思是策略的无意识发现向有意识发现转换的重要条件;学习策略的生成受环境、个体、策略本身、时间等因素的影响;外在的驱力或内在的动力都能促进学习策略的生成,但当代大学生策略的生成以外部动力为主;学习策略的生成遵从效果律和便捷律,并具有较大的个体差异。

On Autobiographic Works and Interviews of Learning Strategy Generation

This research collected 56 effective autobiographies, of which 26 writers were interviewed on students＇ generating learning strategies to provide teachers with strategic teaching and students with initiatives to generate the learning strategy. It adopted the coding technique of grounded theory and the QSR Nvivo7.0 software to construct the pathway model, the factors model, the driving force model, and the general learning strategy production model. The results showed the multi-dimensions to generate learning strategies that autonomous generation involved conscious trials and errors and unconscious sudden insight, that retrospection was an important prerequisite to transform conscious discovery to unconscious discovery, that environment, individual, the strategy itself and time were major factors in generating strategies, and that both external and internal driving force would promote the generation of strategies, while college students＇ learning strategy production mainly driven by external factors and complying with the effect law and the convenient law with individual difference.