图书情报工作

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2019 , Vol. 63 >Issue 5: 119 - 128

DOI: https://doi.org/10.13266/j.issn.0252-3116.2019.05.014

情报研究

大学生学习行为的影响机理研究——以《信息检索》课程为例

  • 王锰 ,
  • 陈雅 ,
  • 杨志刚
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  • 1 江苏大学科技信息研究所 镇江 212013;
    2 南京大学信息管理学院 南京 210023
王锰(ORCID:0000-0001-5103-2342),讲师,博士,E-mail:wangm@smail.nju.edu.cn;陈雅(ORCID:0000-0003-2066-0615),教学院长,教授,博士生导师;杨志刚(ORCID:0000-0003-4431-1735),讲师,博士

收稿日期: 2018-07-22

  修回日期: 2018-10-14

  网络出版日期: 2019-03-05

基金资助

本文系2018年江苏省教育科学“十三五“规划重点课题”基于江苏“双一流“建设的信息管理优质学科差异化模式构建研究”（项目编号：B-b/2018/01/28）和2016年江苏大学高级技术人才科研启动基金项目“翻转课堂模式下信息素养教育效果评估研究”（项目编号：16JDG004）研究成果之一

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A Study on the Influence Mechanism of Undergraduates' Learning Behavior in Flipped Classroom——Taking the Course of Information Retrieval as an Example

  • Wang Meng ,
  • Chen Ya ,
  • Yang Zhigang
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  • 1 Institute of Science and Technology Information, Jiangsu University, Zhenjiang 212013;
    2 School of Information Management, Nanjing University, Nanjing 210023

Received date: 2018-07-22

  Revised date: 2018-10-14

  Online published: 2019-03-05

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摘要

[目的/意义]基于三元交互理论，研究大学生在翻转课堂中参与《信息检索》课程学习与个体特质、组织环境、课堂设计的关系。[方法/过程]通过梳理和总结相关研究成果，预调查和专家调查，形成学生课堂参与行为测量量表。利用因子分析方法提炼关键变量，通过结构方程模型方法探究个体特质、组织保障、组织认同、课堂设计等变量对大学生学习能力的影响。[结果/结论]研究发现作为前置因素的个体特质、组织认同、组织保障变量相互影响；组织认同和个体特质不仅直接作用于课堂设计，还通过课堂设计对大学生学习行为发挥积极而显著的作用。本文认为采取完善支撑环境、引导大学生自主学习、优化课堂设计以及加强课外实践等措施可促进大学生学习，提升大学生信息素养。

关键词： 学习行为; 个体因素; 组织因素; 翻转课堂设计

本文引用格式

王锰 , 陈雅 , 杨志刚 . 大学生学习行为的影响机理研究——以《信息检索》课程为例[J]. 图书情报工作, 2019 , 63(5) : 119 -128 . DOI: 10.13266/j.issn.0252-3116.2019.05.014

Abstract

[Purpose/significance] Based on the Reciprocal Determinism Theory, this paper studies the relationship among student learning behavior, organizational environment and individual traits in the course of information retrieval in flipped classroom. [Method/process] By combing and summarizing the relevant research results, pre-survey and expert survey, behavior measurement scale is formed on students’ classroom participation. Factor analysis is used to extract the key variables, and the structural equation modeling method is used to explore the influence mechanism of individual identity, organizational guarantee, organizational identity and classroom design on learning behavior. [Result/conclusion] The findings are as follows: individual characteristics, organizational identity and organizational guarantee variables as front factors influence each other; organizational identity and individual characteristics not only directly affect classroom design, but also play an active and significant role in learning behavior through classroom design. The author thinks it is necessary to improve the information literacy of undergraduates through such measures as perfecting the supporting environment, promoting students’ independent study, optimizing classroom design and strengthening extracurricular practices.

Key words： learning behavior; individual factors; organizational factors; flipped classroom design

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