高职学生6S学习策略师生认知差异及教学研究OA
Study on the Cognitive Differences between Teachers and Students and Teaching of 6S Learning Strategy among Higher Vocational Students
基于辽宁省3所高职院校533名学生与23名教师的问卷和访谈,采用t检验与双样本比例Z检验,分析了师生在6S学习策略六个维度(目标设定、学习状态、内在动机、潜能激发、自我调控、策略应用)的认知差异及其主要成因.研究结果显示,教师对学生学习策略的整体评价低于学生自评,在课前预习、课后复习与自我调控方面差距尤为明显.本文提出了以目标分解、过程监控、即时反馈和信息化赋能为核心的6S教学闭环,为高职院校精准培养学生学习能力提供实践路径与实证依据.
Based on the questionnaires and interviews of 533 students and 23 teachers from three higher vocational colleges in Liaoning Province,the t-test and the two-sample proportion Z-test were used to analyze the cognitive differences between teachers and students in the six dimensions of the 6S learning strategy(goal setting,learning state,intrinsic motivation,potential stimulation,self-regulation,and strategy application)and their main causes.The research results show that teachers'overall evaluation of students'learning strategies is lower than students'self-evaluation,and the gap is particularly obvious in previewing before class,reviewing after class and self-regulation.This paper proposes a 6S teaching closed loop centered on goal decomposition,process monitoring,immediate feedback and information empowerment,providing practical paths and empirical evidence for higher vocational colleges to precisely cultivate students'learning abilities.
杨雨溪;新昕
辽宁现代服务职业技术学院,辽宁沈阳 110164沈阳市精神卫生中心,辽宁沈阳 110168
社会科学
高职教育6S学习策略师生认知差异学习能力培养双样本比例Z检验
higher vocational education6S learning strategycognitive differences between teachers and studentslearning competence developmenttwo-sample proportion Z test
《辽宁高职学报》 2026 (1)
36-40,5
中国职业技术教育学会2020年度立项课题:"基于6S高效学习策略理论培养高职学生学习能力研究"(2020C0132)辽宁省教育科学规划领导小组办公室2020年度立项课题:"生涯认知理论视域下高职学生学习能力研究"(JG20EB192)辽宁省职业技术教育学会2017年度立项课题:"基于四大课堂联动的高职学生综合管理能力培养研究"(LZY17521)
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