小学生自主学习能力培养模式构建
摘 要
本研究针对当前基础教育阶段小学生自主学习能力培养的迫切需求，以建构主义学习理论为基础，采用行动研究法、问卷调查法和课堂观察法相结合的研究方法，构建了"目标导向-策略支持-评价反馈"三位一体的小学生自主学习能力培养模式。研究选取某市三所小学四至六年级学生为研究对象，通过为期一年的教学实践，系统考察了该模式对学生自主学习能力的影响。研究发现：该模式能有效提升学生的元认知能力、学习策略运用能力和自我监控能力；通过设置分层目标、提供多样化学习支架和建立多元评价体系，显著增强了学生的学习动机和自我效能感；教师角色从知识传授者转变为学习引导者，促进了师生互动质量的提升。本研究的创新点在于将自主学习能力的培养与课堂教学深度融合，开发了具有可操作性的培养策略和评价工具，为小学阶段自主学习能力的系统培养提供了理论依据和实践范例。研究结果表明，该模式具有较强的推广价值，对深化基础教育课程改革、促进学生核心素养发展具有重要的现实意义。
关键词：小学生；自主学习能力；培养模式；建构主义；行动研究
Construction of pupils' independent learning ability training mode
Abstract
This study for the current basic education stage of students autonomous learning ability training needs, on the basis of constructivism learning theory, using the action research method, questionnaire survey and classroom observation method, build the "goal-oriented-strategy support-evaluation feedback" trinity of students autonomous learning ability training model. The study selected students from three primary schools in a city as the research ob jects, and systematically examined the influence of this model on students' independent learning ability through one-year teaching practice. The study found that this model can effectively improve students 'me tacognitive ability, learning strategy application ability and self-monitoring ability; by setting stratified goals, providing diversified learning support and establishing multi-evaluation system, significantly enhance students' learning motivation and self-efficacy; The role of teachers is changed from knowledge teacher to learning guide, which promotes the quality of interaction between teachers and students. The innovation point of this research lies in the deep integration of the cultivation of independent learning ability with classroom teaching, and the development of operable training strategies and evaluation tools, which provide theoretical basis and practical examples for the systematic cultivation of independent learning ability in primary school. The results show that this model has strong promotion value, which has great practical significance for deepening the curriculum reform of basic education and promoting the development of students' core literacy.
Keywords: Primary school students; independent learning ability; training mode; constructivism; action research
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背景和意义 1
（二）国内外研究现状 1
二、小学生自主学习能力的理论基础 2
（一）自主学习能力的概念界定 2
（二）小学生认知发展特征分析 2
（三）自主学习理论的发展脉络 3
三、小学生自主学习现状调查与分析 5
（一）小学生自主学习行为特征调查 5
（二）影响自主学习的关键因素分析 5
（三）当前培养模式存在的问题诊断 6
四、小学生自主学习能力培养模式构建 8
（一）培养模式的总体框架设计 8
（二）课堂教学中的自主学习方法指导 8
（三）课外学习中的自主管理策略 9
（四）家校协同的自主学习支持系统 10
五、小学生自主学习能力培养的实施策略 11
（一）教师角色的转变与专业发展 11
（二）学习环境的优化与资源建设 11
（三）评价体系的创新与实践应用 12
六、结论 14
参考文献 15
致 谢 16
摘 要
本研究针对当前基础教育阶段小学生自主学习能力培养的迫切需求，以建构主义学习理论为基础，采用行动研究法、问卷调查法和课堂观察法相结合的研究方法，构建了"目标导向-策略支持-评价反馈"三位一体的小学生自主学习能力培养模式。研究选取某市三所小学四至六年级学生为研究对象，通过为期一年的教学实践，系统考察了该模式对学生自主学习能力的影响。研究发现：该模式能有效提升学生的元认知能力、学习策略运用能力和自我监控能力；通过设置分层目标、提供多样化学习支架和建立多元评价体系，显著增强了学生的学习动机和自我效能感；教师角色从知识传授者转变为学习引导者，促进了师生互动质量的提升。本研究的创新点在于将自主学习能力的培养与课堂教学深度融合，开发了具有可操作性的培养策略和评价工具，为小学阶段自主学习能力的系统培养提供了理论依据和实践范例。研究结果表明，该模式具有较强的推广价值，对深化基础教育课程改革、促进学生核心素养发展具有重要的现实意义。
关键词：小学生；自主学习能力；培养模式；建构主义；行动研究
Construction of pupils' independent learning ability training mode
Abstract
This study for the current basic education stage of students autonomous learning ability training needs, on the basis of constructivism learning theory, using the action research method, questionnaire survey and classroom observation method, build the "goal-oriented-strategy support-evaluation feedback" trinity of students autonomous learning ability training model. The study selected students from three primary schools in a city as the research ob jects, and systematically examined the influence of this model on students' independent learning ability through one-year teaching practice. The study found that this model can effectively improve students 'me tacognitive ability, learning strategy application ability and self-monitoring ability; by setting stratified goals, providing diversified learning support and establishing multi-evaluation system, significantly enhance students' learning motivation and self-efficacy; The role of teachers is changed from knowledge teacher to learning guide, which promotes the quality of interaction between teachers and students. The innovation point of this research lies in the deep integration of the cultivation of independent learning ability with classroom teaching, and the development of operable training strategies and evaluation tools, which provide theoretical basis and practical examples for the systematic cultivation of independent learning ability in primary school. The results show that this model has strong promotion value, which has great practical significance for deepening the curriculum reform of basic education and promoting the development of students' core literacy.
Keywords: Primary school students; independent learning ability; training mode; constructivism; action research
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背景和意义 1
（二）国内外研究现状 1
二、小学生自主学习能力的理论基础 2
（一）自主学习能力的概念界定 2
（二）小学生认知发展特征分析 2
（三）自主学习理论的发展脉络 3
三、小学生自主学习现状调查与分析 5
（一）小学生自主学习行为特征调查 5
（二）影响自主学习的关键因素分析 5
（三）当前培养模式存在的问题诊断 6
四、小学生自主学习能力培养模式构建 8
（一）培养模式的总体框架设计 8
（二）课堂教学中的自主学习方法指导 8
（三）课外学习中的自主管理策略 9
（四）家校协同的自主学习支持系统 10
五、小学生自主学习能力培养的实施策略 11
（一）教师角色的转变与专业发展 11
（二）学习环境的优化与资源建设 11
（三）评价体系的创新与实践应用 12
六、结论 14
参考文献 15
致 谢 16
