The Study Of Nocation And Strcture Model Of University Student’s Deep Learning

From the perspective of CAP,the research aims to enrich our knowledge of the connotation of the university students’ deep learning and to formulate a questionnaire of the university students’ deep learning which is of high quality theoretically and practically.Based on the examination of reliability and validity of the questionnaire, the thesis confirms the structure of the university students’ deep learning and further applies the questionnaire to the university students, then analyzes and discusses the features of the university students’ deep learning. The content of this study mainly consists of four parts.The first part is introduction, mainly including the source of the topic, research purpose and significance, the present research and its trend both home and broad and the research methodology. The second part is the reflection and reconstruction of the connotation of the university students’ deep learning. The third part is formulation of the university students’ deep learning questionnaire and the examination of the structure model.The last part is the analysis of the current university students’ deep learning.The methodology applied in this study is literature method and questionnaire method.The conclusions of this study are as follows. Firstly, the university student’s deep learning is, through their interaction with the learning materials in the form of creation, experience and practice, they acquire experience and further reach the learning status as deeply as what is required accordingly in terms of cognition, emotion and motor skill. In terms of cognition,themanifestation of the university students’ deep learning is the formation of their creative thinking. In terms of emotion, the manifestation of the university students’ deep learning is the formation of their positive learning values and the learning beliefs. In terms of motor skills, themanifestation of the university students’ deep learning is the formation of their accurate, coherent and habitual motor skills. Secondly,the overall internal consistency reliability coefficient of the university students deep learning questionnaire is 0.792 and the reliability of all dimensions all exceeds 0.60, which indicates that university students’ internal consistency reliability is just fine. Overall split-half reliability of the questionnaire is 0.790, and the reliability of the all dimensions is above 0.60, showing that university students deep learning questionnaire is of good reliability. The questionnaire reflecting the components of university students’ deep learning is of good content validity. The questionnaire’s correlation coefficient among all the dimensions lies mostly between 0.335 and 0.478, and the correlation between coefficient of the every dimension and the total score falls between 0.734 and 0.798,all higher than that betweendimensions, which indicates that the university students deep learning questionnaire is ofgood structure validity. The correlation coefficients between deep learning sub scale and university students deep learning scores, practical reflection, information integration, learning attitudes, learning values, understanding practice all exceed 0.6, which shows that the university student deep learning assessment questionnaire is of good criterion validity.Thirdly,the data collected from the five-factorstructure model of the university students’ deep learning suits quite well theoretically, verifying the rationality of the revised five- factor structure model of university students deep learning.Specifically, university students deep learning structure is composed of five aspects,that is, practical reflection, information integration, learning attitudes, learning values and understanding practice. Lastly,for the male and female university students, there are significant differences in information integration, so is it in understanding practice.For the university students in each grade there are significant differences in information integration. For the university students in different majors, there are significant differences in learning attitude.for university students from different places, there are significant differences in learning values. For the university students brought up in one-child family and those who didn’t.there are significant differences in learning values.There are significant differences in the practical reflection; There are significant differences in learning attitude; At the same time there is also a significant difference in comprehension exercise.