"Study on the Learning of Adult Learning in Learning Community"

The project was approved by the National Education Science Planning Leading Group and was identified as the key topic of the Ministry of Education for the National Education Science Tenth Five-Year Plan. The project approval number is DKA010355.
The "Learning Learning of Adult Learning in Learning Community" was fully prepared and officially opened in Beijing on June 20, 2003. Xie Guodong, deputy director of the Central Education Science Research Institute, and Liu Jian, deputy director of the National Education Science Planning Leading Group Office attended the opening ceremony and delivered a speech. The main members of the research group from Beijing Normal University, the Beijing Institute of Education, the Central University for Nationalities, and the Beijing Chongwen District Education Committee attended the opening ceremony. The project leader, Lai Li, made a report on the opening of the topic, which explained the significance, objectives, contents, methods and implementation steps of the topic in more detail, and put forward specific requirements. The members of the research team carefully discussed and studied the division of labor. Everyone unanimously stated that it is necessary to complete the research tasks of the subject with high quality in the spirit of science and innovation.
The implementation plan of the "Learning Learning of Adult Learning in Learning Community" is reported as follows:
I. Research background and significance
Lifelong learning in the 21st century has shown the trend of globalization. Lifelong learning will become a way of life shared by every member of society. It will become the most basic right for the survival and development of every member of society. The society will do its best to provide learning for all its members. Opportunities and conditions. General Secretary Jiang Zemin pointed out in the third whole church: "Lifelong learning is an inevitable trend in today's social development. One-off school education can no longer meet the needs of people to constantly update their knowledge. We must gradually establish and improve education for lifelong learning. system". Recently, he clearly stated at the APEC Human Resources Capacity Building Summit: "Building a lifelong education system and creating a learning society" has pointed out the direction for education reform and development in the new century.
1. Community education is becoming a new growth point for adult education in China

The community is the foundation of a learning society. The proposal and implementation of community education, in response to the requirements of sustainable economic and social development and sustainable development of human beings, is the inevitable result of establishing a learning society and meeting people's needs for lifelong learning. In 2000, the Ministry of Education identified the urban areas of eight large and medium-sized cities, including Beijing, as community education experimental zones, and initiated community education reform experiments. One of the important aspects of the reform experiment is that community education focuses on adult education. Adult education is deep into the community. It is changing from compensatory education to developmental education, and communication between education and community to meet the diverse learning needs of community members. During the "Ninth Five-Year Plan" period, community education theory research has started, and a number of academic quality results have been published. Li Yixian's "Theory and Practice of Community Education", Ye Zhonghai's "Community Education Foundation", Huang Yunlong's "Community Education Management and Evaluation", and Ma Shuping's "On Community Education Development Model" are all based on basic theory and strategic planning. In terms of macro management, it summarizes the new experiences and new ideas of community education in China, and makes them logical and systematic.
The "Ninth Five-Year" project "Investigation and Research on Lifelong Learning in the Chinese Community in the 21st Century" uses the theory of community development and lifelong learning, from the needs of the future social and human development, and from the basic units of the future social life - Based on the questionnaire survey, this paper analyzes the impact of community economic development, social structure and social life changes on lifelong learning, and explores ways to achieve lifelong learning goals.
In contrast, the research on community education in the field of medium and micro teaching is lagging behind, which is in sharp contrast with the increasing learning needs and enthusiasm of community members. How to meet the diverse learning needs, how to integrate various factors inside and outside the community adult learning process, how to organize teaching, design courses, develop textbooks, are faced with many challenges and confusion. Therefore, it is particularly urgent to go deep into practice, to conduct problem research in the context of community education, and to answer the "should" and "actual" of community lifelong learning in the combination of theory and practice.
2. Adult learning psychology is the weakness of adult education research in China

International psychology is very active in the field of human motivation research, such as Atkinson's achievement motivation model, Maslow's hierarchy of needs, Weiner's achievement attribution theory, etc., which undoubtedly provides a rich theory for the study of learning motivation. basis. The systematic study of adult learning in foreign countries began in the 1960s, and different genres and theoretical viewpoints were formed. The empirical study on the adult learning psychology in Taiwan, China has a rich accumulation. Domestically, it was gradually recognized after entering the 1980s. In recent years, adult learning strives to deepen the educational psychological level, but the exploration of many problems is more focused on theoretical speculation, such as the "Educational Psychology Course" edited by Ye Zhonghai, to explore the employees' learning psychology. Foundation and preparation, as well as psychological issues in employee education and teaching. In "Adult Education Psychology", Gao Zhimin interprets the psychological characteristics and general rules of adult learning according to the development of adulthood. Also, "Youth Learning Psychology" and "Adult Learning Theory" are mainly elaborated and demonstrated from the basic theory and knowledge concepts. These representative documents are not lacking in the theoretical essence of ancient and modern adult learning, which is meaningful for discipline construction. And valuable results. However, due to the complexity of adult learners and the limitations of research methods, there is currently little research on quantitative analysis. In recent years, the development of multivariate statistical methods and the intervention of computer technology have improved the scientific nature of research. However, there are few empirical studies on adult learning learners, which are almost blank. Sporadic research results, or mainly for adult school students, or group by age, occupation, and the sample size is generally small, in the scientific explanation and theoretical deduction, slightly insufficient weight.
Studies have shown that adult learners have unique physical and mental development characteristics and learning characteristics, and have rich and personalized learning experiences. What do they think about participating in community education, why adults learn, whether they want to, whether they want to, whether they can, or whether they will learn. These questions are subject to multi-dimensional comprehensive empirical analysis to find the answer. Therefore, starting from studying the unique experiences and experiences of adult learners, understanding and mastering their awareness of learning, the concept of learning, the attitude of learning, the preparation of learning, the foundation of learning, and the behavior of learning, scientific research on adult learning psychology, It helps to deepen understanding and overcome the blindness and randomness of community education work.
The community education experiment itself is a new thing. Although we have to learn from foreign experience and theory, the problems and laws of Chinese community education can only be effectively grasped and solved if we are based on local practice and exploration.
This topic is a theoretically valuable application topic, and its innovative meaning is as follows:
v This topic selects community education, community culture, and adult learning psychology to explore the core of non-intellectual factors in adult learning, reveal the general psychological characteristics and related factors of community adult learning, enhance experience, interpret theory, and study the topic selection angle is unique.
v How should we evaluate community adult learning? At present, there is no mature theory and ready-made method in China. This topic will make a tentative exploration on evaluation based on summing up the practical experience.
v This topic will cover the internal and external relationships of adult lifelong learning. It will also involve a series of theoretical and practical issues in adult learning. In the course of research, we strive to innovate in terms of integrity, system and characteristics.
II. Research Contents and Objectives This topic, as one of the basic links and preconditions of community education, focuses on interdisciplinary comprehensive empirical research. It mainly draws on the research results of sociology, psychology, education and adult learning theory and motivation evaluation methods at home and abroad as the theoretical basis, starting from the investigation and research, through field sampling, conducting a survey on the status quo of community lifelong learning, focusing on community adult learning. Demand, motivation, attitude and behavioral characteristics, exploring community adult learning

This article has 2 pages Previous page 1 2 Next page