|
| 研究生课程感知对学习方式及学习结果的影响——基于3P教学模型的实证研究 |
| The Influence of Course Perception by Postgraduates on Their Learning Approaches and Outcomes——An Empirical Research based on 3P Teaching Model |
| 投稿时间：2022-12-05 |
| DOI：10.19834/j.cnki.yjsjy2011.2023.05.04 |
| 中文关键词: 研究生教育;课程感知;3P教学模型 |
| 英文关键词: postgraduate education;course perception;3P teaching model |
| 基金项目:江苏省研究生教育教学改革课题"江苏专业学位研究生教育产教融合体系创新研究"(JGKT22_C026) |
| 作者 | 单位 | | 戴薇郦 | 南京信息工程大学 管理工程学院, 南京 210044 | | 吴立保 | 南京信息工程大学 高等教育研究所, 南京 210044 | | 祝成林 | 南京信息工程大学 高等教育研究所, 南京 210044 | | 王骥 | 南京信息工程大学 教师发展与教学评估中心, 南京 210044 |
|
| 摘要点击次数: 820 |
| 全文下载次数: 1944 |
| 中文摘要: |
| 课程是研究生教育人才培养的主要载体,是保障研究生教育高质量发展的关键因素。基于3P教学模型构建理论模型,对18所高校的2049名研究生展开调查分析发现:研究生课程感知、学习方式及学习结果总体较为理想,课程内容满意度有待提升;研究生课程感知对其采用何种学习方式具有显著影响,并对学习结果存在直接和间接的显著影响。建议在研究生教育课程建设中,强化以学生为中心的课程建设理念,凸显学生课程学习的主体需求;从课程目标、实施、内容、评价四个维度深化课程内涵建设,引导学生采用深层学习方式;推进研究生教育课程治理现代化,重构课程治理空间、落实评课反馈机制、提高学生参与课程治理能力,推进研究生教育高质量发展。 |
| 英文摘要: |
| The courses are the main carrier of talent cultivation in postgraduate education and the key factor to ensure the high-quality development of postgraduate education. Based on the 3P teaching model, the authors develop a theoretical model and conduct an investigation on 2,049 postgraduates in 18 universities. The analysis finds that the course perception, learning approaches and learning outcomes of postgraduates are generally ideal, but the satisfaction with curriculum content needs to be improved; the course perception by postgraduates is significant influenced by the learning approaches they have adopted, which also significantly influences the learning outcomes directly and indirectly. Therefore, the authors suggest that in the curriculum construction for postgraduate education, the student-centered concept should be strengthened and the need of postgraduates for course learning should be highlighted; the curriculum connotation construction should be deepened from the four dimensions of curriculum objectives, implementation, content and evaluation, and postgraduates should be guided to adopt deep learning approaches. Furthermore, the authors suggest that we should promote the modernization of curriculum governance in postgraduate education, reconstruct the space of curriculum governance, implement the feedback mechanism of course evaluation, improve students' ability to participate in curriculum governance, and push forward the high quality development of postgraduate education. |
|
查看HTML全文
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
|
|
|
