CAJ | 학술논문

结合Zimmerman自主学习理论和P1R.Pintrich关于大学生自主学习的研究，编制了《大学生自主学习能力量表》，对MOOC视域下的地方高校大学生自主学习能力进行了调研。研究发现：不同年级和专业大学生的自主学习能力差异不大，但大学生自主学习的学习动机不明，有效学习策略缺乏，自主学习能力总体水平偏低。为激励大学生的自我效能和学习动机，培养MOOC时代的学习策略，提升大学生自主学习能力水平，建议学校从MOOC学分认证、学习绩效奖励、学生职业导师、专业MOOC课程群建设等层面出台相关措施。
결합Zimmerman자주학습이론화P1R.Pintrich관우대학생자주학습적연구，편제료《대학생자주학습능역량표》，대MOOC시역하적지방고교대학생자주학습능력진행료조연。연구발현：불동년급화전업대학생적자주학습능력차이불대，단대학생자주학습적학습동궤불명，유효학습책략결핍，자주학습능력총체수평편저。위격려대학생적자아효능화학습동궤，배양MOOC시대적학습책략，제승대학생자주학습능력수평，건의학교종MOOC학분인증、학습적효장려、학생직업도사、전업MOOC과정군건설등층면출태상관조시。
Combined Zimmerman’s automatic learning theory and P1R.Pintrich’s research on college stu-dents’ automatic learning, a scale of automatic learning for college students has been drawn up. Local college students’ automatic learning ability was surveyed from the perspective of MOOC. The result shows that the abili-ty of automatic learning for different grades and majors has no significant changes. It also indicates not only the unclear motivation of automatic learning for college students with the deficiency of effective learning strategy, but also the inadequacy of their overall automatic learning. It proposes to the colleges that some measures of the MOOC credits accreditation, learning effect award, students career tutors, the construction of MOOC courses should be introduced in order to encourage college students self-efficiency and learning motivation, developing the learning strategies in the MOOC era and promoting the college students overall automatic learning abilities.