学业成功学生是如何学习的——基于课程学习行为序列的分析How Undergraduates Learn to be Academic Achievers——Based on the Analysis of Curriculum Learning Behavioral Sequence
杜鑫;陈敏;魏署光;
摘要(Abstract)：
根据2018年H大学“本科生学习与发展调查”数据，建构课程学习行为序列，利用滞后序列分析法探索学业成功学生课程学习行为特征，研究发现：学业成功学生的课程学习行为图景呈现“课前-课中-课后”紧密联结的意义学习模式，课程学习行为路径呈现强关联与多互动的循环状态，课程学习行为节奏呈现低阶学习与高阶学习的纵向协调。为提升学生的学习效果，应重视课前低阶学习的基础性作用，强化教师促进者身份，为学生创设意义学习空间。
关键词(KeyWords)： 学业成功学生;课程学习行为序列
基金项目(Foundation):
作者(Authors): 杜鑫;陈敏;魏署光;
参考文献(References)：
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- ①SSLD中的“学生投入度”共包括五个模块，即主动学习、课程学习、生生互动、师生互动和时间管理。