大学生学习参与的理论缘起、概念延展及测量方法争议

被引：28

作者：

吕林海

机构：

[1] 南京大学教育研究院

来源：

教育发展研究 | 2016年 / 36卷 / 21期

关键词：

学习参与; 过程性指标; 大学质量; 学习投入;

D O I：

10.14121/j.cnki.1008-3855.2016.21.013

中图分类号：

G642 [教学理论、教学法];

学科分类号：

040102 ;

摘要：

"大学生学习参与"正成为中国高教界的热点主题,但对学习参与理论本身的历史、内涵及方法等的探讨却明显不足。本文的研究表明,学习参与理论是"过程性指标"的提出与大学质量的话语争论之两股潮流的汇流结果。同时,泰勒、佩斯、阿斯汀、汀托、帕斯卡雷拉、齐克林和库等都对学习参与概念的内涵拓展做出了贡献。在学习参与测量的内容和效度等方面,学术界仍存争议,但持续的探讨推动了理解的深化和实践的完善。中国高等教育界可从观念的建立、内涵的理解、本质的把握和本土的探索四个方面获得启示。

引用

页码：70 / 77

页数：8

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