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目的通过模拟群体竞争环境,从内隐学习的角度来设计教学以激发学习者的无意识认知,探索对大学生内隐学习行为量化评价的可行性,并为其他社科类教学提供范例。方法根据大学生内隐学习的特点,通过文献调研、专家论证、预调查等方法确定评价内容,以学生自评量表为工具,以北京中医药大学2013级工商管理班的学生为样本,通过管理心理学课堂活动——搭塔活动,对大学生“遵守行为规范、参与合作、创新、领悟力、人际冲突调节、沟通、领导、目标、压力、竞争与反馈等”11种学习行为进行量化评价。采用SPSS 19.0进行统计分析。结果经检验,该评价工具信度a>0.8;除压力外,10个维度效度检验中R>0.4;85%的学生通过课堂搭塔活动学习到相关管理知识;各小组学习行为在11个维度的量化中,影响最大的是遵守行为规范(R=0.385),其次是创新(R=0.190),然后是目标(R=0.164)、领导(R=0.163);各组间仅在遵守行为规范、沟通、领导3个维度存在明显差异(P<0.05)。结论大学生内隐学习行为可以进行量化评价,量化工具具有良好的信度、效度,群体互动环境下的大学生内隐学习效果良好。
Objective To simulate the competitive environment of the group, to design the teaching from the perspective of implicit learning to stimulate learners’ unconsciousness, to explore the feasibility of quantitative evaluation of implicit learning behavior of college students, and to provide examples for other social science teaching. Methods Based on the characteristics of implicit learning in college students, the content of the assessment was determined through literature research, expert argumentation and pre-investigation. The students’ self-rating scale was used as a tool to analyze the students of Beijing University of Chinese Medicine 2013 in Business Administration. Psychology Classroom Activities - Towering Activities to Quantify 11 Learning Behavior Types of College Students “Complying with Code of Conduct, Participating in Cooperation, Innovation, Perception, Regulation of Interpersonal Conflicts, Communication, Leadership, Objectives, Stress, Competition and Feedback ” Evaluation. SPSS 19.0 statistical analysis. Results The reliability of the evaluation tool a> 0.8; except for stress, R> 0.4 in 10 dimensions validity test; 85% of the students learn related management knowledge through the classroom tower activity; the learning behavior of each group is 11 Among the dimensions of quantification, the most influential ones were compliance with behavioral norms (R = 0.385), followed by innovation (R = 0.190), then goals (R = 0.164) and leadership (R = 0.163) The three dimensions of regulation, communication and leadership were significantly different (P <0.05). Conclusion Implicit learning behaviors of college students can be quantitatively evaluated. Quantitative tools have good reliability and validity, and undergraduates’ interactive learning environment has a good implicit learning effect.