摘要
随着社会信息化程度的快速发展,人们通过学校教育获取的知识已不能满足未来创新发展的需要,为此,世界各国都将知识的自主获取作为驱动创新发展的重要手段。对大学生自主学习意识的培养是提升其自主获取知识能力的重要前提。但在教育实践中却存在着对自主学习意识培养的诸多误区,原因主要在于对自主学习意识内涵的认识尚不明确。自主学习意识是由多元要素构成的,对自主学习意识的培养应当从认识论的系统原理出发,遵循各要素间的关联互动关系,从学习任务驱动、实践体验、互动交流等途径循序渐进地予以促生与强化。
With the rapid development of the degree of social informationization,the knowledge that people gain through school education has been unable to meet the needs of future innovation and development. Therefore,every nation in the world takes obtaining knowledge independently as an important means of driving innovation and development. Cultivating college students＇ autonomous learning awareness is an important prerequisite to improve their ability to acquire knowledge independently. But in the education practice,there are many misunderstandings of the cultivation of autonomous learning awareness,mainly because of the unclear awareness of the connotation of independent learning consciousness. Awareness of autonomous learning is composed of multiple elements,therefore cultivating autonomous learning awareness should be based on epistemological theory and followed the interactive relationship between the elements to promote and strengthen its growth by means of learning task driving,practice experience and interactive communication gradually.
出处
《现代教育管理》
CSSCI
北大核心
2016年第4期114-118,共5页
Modern Education Management
基金
2012年度辽宁省教学改革项目"职业目标激励下法学本科生自主学习能力多维形成研究与实践"(辽教发[2012]130号)
关键词
人才培养
学习意识
自主学习
personnel training
study consciousness
autonomous learning
作者简介
宋怡林（1975-），女，山东莱州人，辽宁科技大学经济与法律学院副院长，副教授，博士，主要从事法学专业教学、高等教育教学管理研究。
