Research On The Evaluation And Cultivation Of College Students' Learning To Learn Competency

At present,the evaluation of college students' learning to learn competency in China is facing challenges.Based on the needs of sustainable development of college students,the evaluation system of college students' learning to learn competency is established to promote the developmental evaluation,which is in line with the highly differentiated and highly integrated development of science and technology in China for the goal of “high-quality,comprehensive and innovative talents”.In September2016,China's research group of key competency issued the general framework of Key Competencies and Values for Chinese Students' Development and it takes three years to study it.Learning to learn as one of its key competency is an inevitable requirement for students to adapt to the information age and is also the key to achieving lifelong learning and overall development.This study takes the three basic points and its main performance of learning to learn competency in the broad framework of Key Competencies and Values for Chinese Students' Development as the first-level indicators and secondary indicators of the evaluation system of learning to learn competency respectively.The first-level indicators are the good learning,diligence and reflection,information awareness.The second-level indicators simplified into learning consciousness,learning style and learning attitude,examination consciousness,strategy adjustment,information acquisition,digital survival ability and network ethics and security.On the basis of this,combined with the existing research results,the methods of target decomposition and the expert consultation are used to refine the third-level index of evaluation system with specific object consciousness and situation.Afterwards,a questionnaire survey was conducted among several universities and in Jiangsu Province to find out the current situation and existing problems of college students' learning to learn competency,and accordingly,corresponding countermeasures and suggestions were put forward from the perspective of curriculum optimization.The results show that: First of all,college students' learning to learn competency isgenerally in the upper-middle level,and there is still a lot of room for improvement;secondly,college students lack self-monitoring,self-analysis and self-evaluation reflection in learning;in addition,college students have a higher awareness of information security,but the ability in information reorganization,information evaluation,and flexible use of information is relatively lacking.Moreover,college students have higher learning consciousness,but the indirect interest in learning is greater than their direct interest,and the external motivation is better than internal motivation.In the analysis of differences,firstly,from the perspective of gender,girls' performance in good learning and reflection is slightly better than that of boys.Secondly,in terms of grades,different grades have significant differences in the average scores of three dimensions of learning to learn competency.Thirdly,from the perspective of professional categories,engineering students have the lowest scores in the areas of good learning,diligent reflection and information awareness,and they have a lot of room to develop their learning to learn competency.In addition,from the school type,the general college students have the best performance in the information consciousness dimension,which is better than the students of 985 Universities and211 Universities.Students of 985 Universities and 211 Universities are better than those of other colleges in good learning and diligent reflection.Finally,there is a significant positive correlation between good learning,diligent reflection and information consciousness.Three dimensions of learning to learn competency are not independent,but intertwined and infiltrated with each other.Based on the above conclusions,the study finds that there are many problems in cultivation of college students' learning to learn competency: first,the form of learning guidance is single and the course objectives are biased;second,the content of the course is statically closed,and the students are not interested in learning;third,the teaching lacks teacher-student interaction and students lack reflection space;fourth,the use of information lacks guidance and the evaluation system is not satisfactory.Based on this,the following measures are proposed to improve the level of college students' learning to learn competency: firstly,establish the curriculum objectives based on learning to learn competency;second,compile frontier and open curriculumcontent;third,advance the implementation of curriculum for creating orientation;fourth,combine quantitative curriculum evaluation with the qualitative one.