A Theoretical Exploration And Empirical Research On College Students' Ecological Learning Strategies

As a focus and orientation of current psychological and pedagogic researches,study on ecological learning is an essential theoretical basis of research on ecological learning strategies.With literature analysis and theoretical exploration,features of “ecological research” in learning area were clarified in the study,which are situational,procedural,interactive and diversified characters.Based on this,the conception of “ecological learning strategies” was stated as a situational,interactive and developmental single strategy or strategies combination acquired and applied by individual or team for effective solving a certain problem in real life.No consensus was achieved in conception of ecological learning in academic field,and no definite features were proposed in “ecological research” of learning area.Researches on learning strategies in present literatures mainly focus on general learning strategies with the main method of questionnaire,in which features of ecology were hardly shown.Few literatures with the contents of study on ecological learning strategies were found,though the researches on college students' learning strategies are unfolding.Aiming at the weak points of the existing researches,based on defining the research topic of “ecological learning strategies”,in the study,the application and features of college students' note-taking strategies in certain subject situation were explored with textual analysis,the forming path and features of college students' ecological learning strategies were analyzed with autobiographical research,team learning strategies system was constructed with behavioral observation,learning and teaching effectiveness of dominant learning strategies and strategies combination were confirmed with strategy penetrating teaching experiments.Based on the systematical sorting the existing studies,the study preliminarily constructed the connotation and features of generation and application of college students' ecological learning strategies and provided important references to study on college students' ecological learning psychology with series of empirical studies.Concrete conclusions of the study are as follows:1.Based on analysis on college students' note texts in certain subjects,we found,the numbers,frequency and level of college students' note-taking strategies could be effectively examined with textual analysis;the types of note-taking strategies were more than 9,among which,color-code,representation,outlines,check and amending to basic knowledge were dominant strategies;college students' problem awareness was very weak.Problem awareness and strategy numbers had significant predictive effect on college students' grades;in the path of problem awareness influencing academic grades,the mediating effect of strategy numbers was significant which were key factors influencing strategy level and assignment grades.2.College students' learning strategies were products of joint action of individual's internal and external strategy dynamic systems.The key factor of strategy generation was individual's initiative exploration.The origins of strategy generation were various,and the ways of generation were “trial-error and digestion in trial as master,insight as auxiliary”,which showed a significant feature of “step-by-step”.The stages of unconscious imitation(germinating period in primary school),conscious learning(initial-building stage in junior middle school),branching and diversifying of strategies(forming period in senior middle school)and original state retaining and promoting with reflection(dormancy and branching period in college)were shown in the generating process.It was a critical period of generation and branching of learning strategies in junior and senior middle schools.Situational character and branching were features of strategies generating status.Advancing from original state to refining and promotion was the feature of strategy development.3.Effectiveness of strategies application was shown in sequence of dominant strategies and strategies combination.Dominant strategies were those which were prior,frequently and conveniently used in problems solving.They were high-frequency strategies in essence which were characterized as highly-frequently used,easily operated and convenient.Strategies combination was dominant strategies group learners used in certain problem solving situations.They were high-efficiency strategies in essence.Both of the two showed the results of strategies selection and adaptation.4.Team learning strategies system and observation form for team learning strategies were constructed.Five dominant strategies,thinking,cooperation,debate,motoring and resources were shown in team learning.Cooperation and debate were features peculiar to team strategies.Strategies combinations were combinatorial optimizations of five dominant strategies which were effective indictors predicting team assignment.5.Three strategies,simulation,thinking(self-questioning)and discussion(team debate and cooperation)and their combination are significant in teaching effectiveness,composite group >thinking group>discussion group> simulating group> control group.Strategy learning effectiveness of female college students' exceeded significantly males'.Teaching mode of strategies and their combination showed the basic features of ecological learning,and it was a typical one of strategies penetrating teaching.6.“The wave curve” of strategy generation and “hyperbolic intersection distribution” of strategy application were stated in the study.The former was for interpreting the relation between individual's strategy level and consciousness level.The strategy level showed a rising tendency with the advancement of individual's school stages,however,the strategy consciousness level was relatively low in germinating period(primary school stage and earlier)and dormancy period(beginning stage of college),rather high in initial-building stage,forming stage(junior and senior middle school)and branching period(advanced stage in college).The latter was for interpreting the rules and features of individual and team's strategies application.Learning strategies for individual and team's problem solving were distributed in an up-down reversed V shape with the rise of task's complicacy.Individual and team's strategies were distributed in a hyperbolic intersection,showing dominant strategies or dominant regions of strategies in the application process and a strengthening in strategies combination as well with the rise of task's complicacy.