小学阶段学生自主学习能力培养的实践探索
摘 要
本研究聚焦小学阶段学生自主学习能力的培养，针对当前基础教育中普遍存在的被动学习现象，探索切实可行的实践路径。研究采用行动研究法，选取某市两所小学三至六年级共240名学生为研究对象，通过为期一年的教学实验，构建了"目标导向-策略支持-评价反馈"三位一体的自主学习能力培养模式。研究发现，该模式能有效提升学生的自我监控、时间管理和学习策略运用能力，实验组学生在期末学业水平测试中的表现显著优于对照组。研究创新性地将元认知理论融入日常教学实践，开发了适合小学生的自主学习指导手册和评价量表，为教师提供了可操作的教学工具。研究结果表明，通过创设自主学习的课堂环境、设计分层递进的学习任务、建立多元化的评价机制，能够有效促进小学生自主学习能力的形成与发展。
关键词：自主学习能力；小学教育；行动研究
Practical exploration of cultivating primary school students' independent learning ability
Abstract
This study focuses on the cultivation of primary school students' independent learning ability, and explores practical paths for the passive learning phenomenon in current basic education. The study adopted the action research method, and 240 students from grade 3 to grade 6 in two primary schools in a city were selected as the research ob jects. Through the one-year teaching experiment, a trinity of independent learning ability training mode of "goal-oriented, strategy support and evaluation feedback" was constructed. The study found that this model can effectively improve the students' self-monitoring, time management and learning strategy application ability, and the students in the experimental group significantly outperform the control group in the final academic proficiency test. The research innovatively integrated me tacognitive theory into daily teaching practice, and developed independent learning instruction manuals and evaluation scales suitable for primary school students, providing teachers with operational teaching tools. The results show that the formation and development of pupils' independent learning ability can be effectively promoted by creating the classroom environment of independent learning, designing hierarchical and progressive learning tasks and establishing diversified evaluation mechanisms.
Keywords: Independent learning ability; primary education; action research
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景 1
（二）研究意义 1
（三）国内外现状分析 2
二、小学阶段自主学习能力的理论基础 3
（一）自主学习能力的心理学基础 3
（二）自主学习能力的教育学理论 4
（三）小学生认知发展特点与自主学习 4
三、小学阶段自主学习能力培养的实践路径 6
（一）课堂教学中的自主学习策略设计 6
（二）课外学习活动的自主性引导方法 7
（三）家校协同培养模式的构建与实践 8
四、小学阶段自主学习能力培养的成效评估 9
（一）小学生自主学习能力的评价指标体系 9
（二）自主学习能力培养的个案研究分析 10
（三）实践效果的数据分析与反思改进 10
五、结论与展望 12
参考文献 13
致 谢 14
摘 要
本研究聚焦小学阶段学生自主学习能力的培养，针对当前基础教育中普遍存在的被动学习现象，探索切实可行的实践路径。研究采用行动研究法，选取某市两所小学三至六年级共240名学生为研究对象，通过为期一年的教学实验，构建了"目标导向-策略支持-评价反馈"三位一体的自主学习能力培养模式。研究发现，该模式能有效提升学生的自我监控、时间管理和学习策略运用能力，实验组学生在期末学业水平测试中的表现显著优于对照组。研究创新性地将元认知理论融入日常教学实践，开发了适合小学生的自主学习指导手册和评价量表，为教师提供了可操作的教学工具。研究结果表明，通过创设自主学习的课堂环境、设计分层递进的学习任务、建立多元化的评价机制，能够有效促进小学生自主学习能力的形成与发展。
关键词：自主学习能力；小学教育；行动研究
Practical exploration of cultivating primary school students' independent learning ability
Abstract
This study focuses on the cultivation of primary school students' independent learning ability, and explores practical paths for the passive learning phenomenon in current basic education. The study adopted the action research method, and 240 students from grade 3 to grade 6 in two primary schools in a city were selected as the research ob jects. Through the one-year teaching experiment, a trinity of independent learning ability training mode of "goal-oriented, strategy support and evaluation feedback" was constructed. The study found that this model can effectively improve the students' self-monitoring, time management and learning strategy application ability, and the students in the experimental group significantly outperform the control group in the final academic proficiency test. The research innovatively integrated me tacognitive theory into daily teaching practice, and developed independent learning instruction manuals and evaluation scales suitable for primary school students, providing teachers with operational teaching tools. The results show that the formation and development of pupils' independent learning ability can be effectively promoted by creating the classroom environment of independent learning, designing hierarchical and progressive learning tasks and establishing diversified evaluation mechanisms.
Keywords: Independent learning ability; primary education; action research
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景 1
（二）研究意义 1
（三）国内外现状分析 2
二、小学阶段自主学习能力的理论基础 3
（一）自主学习能力的心理学基础 3
（二）自主学习能力的教育学理论 4
（三）小学生认知发展特点与自主学习 4
三、小学阶段自主学习能力培养的实践路径 6
（一）课堂教学中的自主学习策略设计 6
（二）课外学习活动的自主性引导方法 7
（三）家校协同培养模式的构建与实践 8
四、小学阶段自主学习能力培养的成效评估 9
（一）小学生自主学习能力的评价指标体系 9
（二）自主学习能力培养的个案研究分析 10
（三）实践效果的数据分析与反思改进 10
五、结论与展望 12
参考文献 13
致 谢 14
