| 于良芝,刘鸿彬,杨天德.教学实践的目的情感结构对学生信息获取的影响:基于案例调研的规律探索及现实反思[J].中国图书馆学报,2023,49(5):26~43 |
| 教学实践的目的情感结构对学生信息获取的影响:基于案例调研的规律探索及现实反思 |
| The Impact of the Teleoaffective Structure of Undergraduate Teaching Practices on Students Information Access:Exploration and Reflection from a Case Study |
| 投稿时间：2023-05-29 修订日期：2023-08-12 |
| DOI： |
| 中文关键词: 图书馆 本科教学 目的情感结构 信息获取 知识理解 教学支持服务 |
| 英文关键词: LibraryUndergraduate teachingTeleoaffective structureInformation accessKnowledge understandingTeaching support service |
| 基金项目: |
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| 中文摘要: |
世界高等教育机构普遍认为,信息的获取与利用对人才培养不可或缺,而有关学生信息行为的研究却一再显示,当代大学生对信息的获取与利用存在缺陷。至于为什么人才培养必须依赖信息获取,何为充分的信息获取,如何保证充分的信息获取,学术界少有系统的理论阐释。本研究旨在通过考察学生信息获取与教学实践的关系,探索上述问题的答案。借鉴实践理论的“目的情感结构”概念,以一所大学的某实体学院本科教学实践为案例,通过政策文本、访谈、问卷调研等方式,收集有关案例学院本科教学的数据；将这些数据按归纳思路予以分析,分别得出了该院本科教学的目的目标、讲授任务、学习任务、信息获取驱动；然后依据“目的情感结构”概念的框架,将归纳结果整合为案例学院本科教学的目的情感结构,展现并反思嵌入其中的信息获取动力机制。研究结果显示,特定教学实践的目的情感结构通过嵌入特定的信息获取驱动,影响甚至塑造学生的信息获取；但只有注重知识理解的教学实践,才能凸显信息对人才培养的价值,进而指导教师设计合理的信息获取驱动,提升学生的信息获取与利用。图3。表3。参考文献56。
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| 英文摘要: |
Higher education institutes firmly believe that information access and use are indispensable for learning,but related research in library and information science(LIS) almost unanimously shows that students information access is inadequate to support their learning. Within education and LIS,few theoretical grounds exist to explain why information access is so important and to tell how much information access is adequate. This study aims to shed lights on these issues by exploring the relationship between teaching practices and students information access.
It draws on SCHATZKI's teleoaffective structure concept as a conceptual tool and takes the teaching practice of one college's undergraduate programs of a Chinese university as a case to examine how teaching objectives give rise to teaching and learning tasks,which in turn,determine students information access. It collects data from the case college by gathering its mission statements,teaching guides,curriculum designs,interviewing faculty members and students regarding their teaching/learning activities,and surveying students on their actual information access for learning. It analyzes the data following inductive approach to obtain categories of teaching objectives,teaching and learning activities,and information access drives；it then maps these categories to form a teleoaffective structure of the case college's undergraduate programs involving information access. It identifies three objectives,three types of teaching tasks,three types of learning tasks and five types of information access drives. It shows that this teleoaffective structure gives rise to rather feeble drives for information access,which then lead to obviously sluggish information access by studentsFurther analysis shows that the above weakness of information access drives is largely attributable to the incompleteness of the teleoaffective structure of the case college's teaching practices,as it lacks critical element to demonstrate the value of information for learning and to inform teachers about how to deploy information access in their courses. Drawing on recent research from LIS,this study suggests that what is lacking in the current teleoaffective structure is a due consideration of students understanding of the taught knowledgeThis study shows that,when understanding of the taught knowledge is added to the current teleoaffective structure,where understanding is defined as a relatively full appearance of the knowledge in students’consciousness through information,the new teleoaffective structure will not only explain why information access is critical for learning but also indicate how much information access is adequate.
The above case analysis result indicates that teaching practices,through their teleoaffective structures and the information access drives thus generated,determine students information access；only when a teaching practice's teleoaffective structure incorporates knowledge understanding as one of its objectives,can it inform considerations of information access in curriculum design. Such a teleoaffective structure will also better inform the learning support services of university libraries. 3 figs. 3 tabs. 56 refs.
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