作为一项生产性训练任务的学术文本复习

Nikolay D. Lyssakov, Elena N. Lyssakova
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引用次数: 0

摘要

介绍。全球高等教育系统积极研究学生创作学术文本的过程,以塑造学生的一般研究和学习活动。本文的目的是研究学生抽象科学文本的具体情况,将其视为一项富有成效的学习任务。材料和方法。以125名工程技术专业本科二年级学生为研究对象,研究了科学文本的摘要过程。调查涉及摘要文本的定性和定量内容分析。学生对学科“心理学基础”中选定主题的应用相关性的实证片段作为分析的单元。结果。通过对摘要内容的分析可以看出,共有88%的学生最初将摘要任务视为再生目标,即将摘要视为从教育、方法论和科学文献材料中编写的文本。在对摘要文本进行提炼后,76%的学生最终达到了理论知识实际应用的明确个性化实证水平。抽象作为一种生产性学习目标,具有解决方案的新颖性和可变性;它的实现需要学生对所探究的学科的应用意义进行有效的确证。在这种条件下,抽象过程的动机性、智力性、操作性、价值性和交际性等组成部分得以实现。结论。可以区分两种主要的教学策略:1)形成特定的技能、能力和胜任力;2)科学世界观、学术素养、方法论文化的发展。在作者看来,每个学科领域,类型的准备工作和学术课程都有可能同时实现给定的职位。进一步的研究应设想完善个人方法,使更多的学生参与解决生产性/创造性学习目标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Academic texts reviewing as a productive training task
Introduction. The process of creation of academic texts by students is actively studied in the global higher education system in connection with the target of shaping students’ general research and learning activities. The aim of the paper is studying the specifics of students’ abstracting scientific texts, viewed as a productive learning task. Materials and methods. The study of the scientific texts abstracting process involved 125 second-year Bachelor degree students majoring in engineering and technical fields. The survey involved qualitative and quantitative content analysis of texts of abstracts. A fragment of students’ substantiation of applied relevance of a selected topic in the academic discipline “Fundamentals of Psychology” served as a unit of the analysis. Results. As shown by the analysis of the abstracts’ content, a total of 88% of students originally treated the abstracting task as a reproductive target, i.e. the abstract is treated as a text compiled from materials of educational, methodological and scientific literature. After refining the texts of abstracts, 76% of the students eventually reached the level of explicit personalised substantiation of practical application of the theoretical knowledge. Abstracting as a productive learning target contains novelty and variability of solutions; its fulfilment supposes the students’ effective substantiation of the applied significance of the explored subject. Under this condition, such components of the abstracting process as motivational, intellectual, operational, axiological and communicative ones are actualised. Conclusion. It is possible to distinguish two main strategies of teaching students to create scientific texts: 1) formation of specific skills, abilities and competences; 2) development of scientific worldview, academic literacy, methodological culture. In the authors’ opinion, every subject area, types of preparation work and academic classes have a potential for simultaneous realisation of the given positions. Further research should envisage perfection of the individual approach towards involvement of greater number of students in solving productive/creative learning targets.
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
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