基于网络的大学生自主学习环境的建构研究

南京航空航天大学硕士学位论文基于网络的大学生自主学习环境的建构研究姓名：张娜申请学位级别：硕士专业：高等教育学指导教师：樊泽恒20061201i12345iiABSTRACTTheuniversitystudents’self-regulatedlearningistheimportanttrendoftheeducationalreform.Alongwiththenetworkinformationtechnologydevelopment,thenetworklearningenvironmentconstructedfortheuniversitystudentsstudiesindependentlyopenedthenewway.Theuniversityhasoutstanding,therichsoftwareandhardwaretechnologyandtheresources,thepsychology,thestudyskillandthenetworkknowledgewhichtheuniversitystudentshaveandsooncausetheuniversitytodevelopthenetworktostudyindependentlyintopossibly.Thisarticleunifiesthecharacteristicoftheuniversitystudents’studies,attemptstodesignthenetworkenvironmentthatpromotestheuniversitystudentstocarryouttheself-regulatedlearningeffectively.Thisarticlehasconductedtheresearchfromfollowingseveralaspects:Intheanalysisofthebasicmeaningandthecharacteristicoftheself-regulatedlearningfoundation,hasanalyzedthemeaningandthecharacteristicoftheself-regulatedlearningenvironmentbasedonthenetwork;Andthroughtheanalysisofthefeasibilitytocarryontheuniversitystudents’self-regulatedlearningbasedonthenetwork,forprovidingthesupporttodesigntheself-regulatedlearningenvironmentbasedonthenetworkinviewoftheuniversitystudents’characteristic;Theresearchproposednineintegrantpartsoftheself-regulatedlearningenvironmentbasedonthenetwork,hasconstructedthemodelofuniversitystudents’self-regulatedlearningenvironmentbasedonthenetwork;Themodelofuniversitystudents’self-regulatedlearningenvironmentbasedonthenetwork,hascarriedontheanalysistothestudyprocessoftheuniversitystudentsasbehaviormainbodyinself-regulatedlearningenvironmentbasedonthenetwork.Thearticleformsseveralmainconclusions:(1)Psychologicalcharacteristic,studycharacteristic,networkknowledgeandexperienceandsoonallcansupporttheuniversitystudentstocarryouttheself-regulatedlearningbasedonthenetworkwell;(2)Themainprinciplesofthedesignofnetworkself-regulatedlearningenvironment:Learnersfirst;Providestherichresources,thediversestudystrategiesandtools;Tounifythestudents’controlandtheteacher’guide;Supportstheinteraction,torealizeeffectiveappraisalandthefeedback.iii(3)Thenetworkself-regulatedlearningenvironmentwasconstitutedofthelearner,thescene,thestudiesresources,themindtools,thescaffold,theappraisal,thestrategiesandthestudycommunityandsoon;(4)Onthebasisofninefactors,hasconstructedthemodelofuniversitystudentsself-regulatedlearningenvironmentbasedonthenetwork.(5)Thestudymechanismofself-regulatedlearningenvironmentbasedonnetwork:Thestudententersthenetworkself-regulatedlearningenvironment,throughtheself-recognitionandthechoiceofrelatedstudycontents,themethodsandstrategiescontrolthelearningprocesstocarryouttheself-regulatedlearningeffectively.Keywords:network,self-regulatedlearning,learningenvironment,constitution,model,()_11.11.1.11.1.21.1.32,,,1.1.42032070207+2.[M].2000270.41.21.2.11.2.21251.2.31262.12.1.120012.1.1.1.[M]..199675.7,:,,,,,,Pintrich,P.R.Theroleofgoalorientationinself-regulated[J].InMBoedaerts,P.RPintrinch&M.Zeidner,Handbookofself-regulationAcademicPress452-501..[J].2001(12)32-33..[M].20034.8,,2.1.1.2.[D].2005.92.12.11102.22.223.[M].20033.11452.1.212.[M].19967..WEB[J].2000(4)33-38.132.22.2.118-2518-25142.2.2152.2.320057211611.03()31.3%26.0%25.6%28.9%(2.1)2004129129773.2%(2.22.3)26%26%31.3%2.6%0.3%14%2.12005.[EB/OL].[EB/OL].[DB/OL].=1832006.9.213.1.222()3.1.3233.1.42060[]M.[M]..200231.243.23.2.1125233.2.23.2.326273.2.43.2.5283.37+2/3.13.1.[J].2005(7)3541./293.1()3.13.1“7+2303.3.13.3.231Choi&Hannafin3.3.3InternetChoi&Hannafin,M.Situatedcognitionandlearningenvironments:roles,structruresandimplicationsfordesign[J]ETR&D,1995,43(2):54323.23.23.3.4Internet333.23.2.[J].1997261-66.DavidH.Jonassen,ChadCarr,Hsiu-PingYueh.TechTrends[J],1998.343224-32.343.2()e-mailBBS--3.3.53.3353.33.33.3.[J].20031118-21.363.3.612343756InternetInternetInternet3.3.77+2383.3.83.4393.43.3.9403.43.4413.43.53.5423.5124334.QQMSNE-mail5.44454.1464.2474.2.14.2.2.[J]..20069/46-49.484.3494.14.14.3.11502513.[J].2005215-16.524.3.253e-mail4.3.354551235657[1].[M].2003.[2].[M].2001.[3].[M].2002.[4].[M].1994.[5].[M].2001.[6].[M].1980.[7].[M].2001[8]..2004.[9].[M].2001.[10]L.[M].2006.[11].[M].2004.[12].[M].2005.[13].[M]..2002.[14].[M].2005.[15],.[M].2003.[16].E-learning[D].2005.[17].[D].2005.[18].[J].2003.125(4