课堂情境中自主学习过程的扎根研究被引量：7

The Grounded Theory Study on the Process of Self-regulated Learningin Classroom Situation

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摘要 "自主学习"一直以来是教育研究的一个热点问题。但也存在一些认识误区,被等同于"个人自学"或被误解为绝对自由的"赋权增能"等。为了挖掘课堂中学生自主学习的过程图式,本研究运用扎根理论对课堂中问题交互、合作学习和任务管理三种情境中学生的自主学习过程进行课堂观察、深度访谈和编码分析,结果发现学生的课堂自主性与情境倾向有关;受个人、行为、社会的三元交互作用影响;是从"个体自学"到"自主交互"的成长渐进过程。最后对课堂自主学习的教与学的逻辑关系进行了反思并提出建议。

作者刘祎莹 Liu Yiying

机构地区北京师范大学教育学部

出处《上海教育科研》北大核心 2019年第3期65-69,共5页 Journal of Shanghai Educational Research

关键词自主学习过程课堂情境自主程度交互性

分类号 G424 [文化科学—课程与教学论]

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