Research On Adult Informal Learning In Formal Educational Environment

Under the wave of lifelong education and learning society,national learning and lifelong learning have gradually become one of the concerns of researchers in various countries.In the era of knowledge economy,only societies and countries that keep learning and innovation can have vitality and competitiveness.Since the middle of the last century,informal learning has been widely valued by researchers and governments in Europe and America.Although informal learning started late in China,it can be seen from domestic and foreign literatures that the research field involved in the study is roughly the same,and there is innovation and development in reference,but few research results are available in discussing the relationship between formal learning and informal learning.Learning as a continuous community,can not completely separate from formal learning and informal learning,in order to study the relationship between formal learning and informal learning,to study informal learning in a formal education environment and the relationship between the two is worth considering and paying attention to.And domestic or foreign research involves less,is the point of innovation of the research.This study is based on the study of Peeters et al.,the informal learning experience of adults in the formal education environment.Based on the study of informal learning experience in formal learning,the research focuses on how formal learning affects informal learning.It affects the aspects of informal learning and explores the characteristics of formal learning that promotes informal learning in adults.Finally,it attempts to construct a model of informal learning for adults in a formal education environment.This paper is mainly divided into six parts:the first part is the introduction,which discusses the origin and significance of this research,reviews relevant domestic and foreign literature,and introduces the theoretical basis of the research.The introduction part is the theoretical support part of this research.The second part is the research design.Taking A adult training program as a case,on the basis of the questionnaire survey to understand the learning profile,the most important research methods are the field observation and in-depth interviews.On the basis of literature reading,finding theoretical support and interview questions in relevant research,combined with the findings of in-depth field observation,an questionnaire and an interview outline are designed to conduct questionnaire survey,trial interview and formal interview.The third part is the third part is questionnaire survey analysis,using descriptive statistics to analyze formal learning,informal learning and the relationship between the two.The fourth part is the investigation and analysis.It codes the interview results and systematically summarizes the formal learning status,informal learning status and the relationship between them.The fifth part is the research conclusion and the model construction.It explains and discusses the results of the questionnaire and interview combined with the findings of in-depth observation,and obtains the research results.And try to summarize and explore the characteristics of formal learning that can effectively promote adult informal learning,construct formal education model based on integration of informal learning.The sixth part is the conclusion,summarizes the innovation and achievements of this research,and puts forward the existing deficiencies and the improvement of the follow-up research.Effective and well-designed formal education can promote the generation of informal learning plans,increase informal learning time related to formal education,generate more informal learning behaviors and promote more informal learning forms.The good influence of formal learning on informal learning requires a good atmosphere of learning community.The organizer should pay sufficient attention to and support the members' learning.The implementation of the course content should meet the needs of the curriculum.The curriculum should be systematically planned and progressive,have diversified forms,focus on experience participation,and focus on communication and learning.