A Study On Learning Space,Learning Behavior And Behavioral Logic Of Undergraduates

The idea of learning freedom originated from the “Student University”in the Middle Ages,and was put forward by the University of Berlin in Germany in the 19 th century.Since then,with the reform of higher education,on the one hand,the freedom of learning has been reaffirmed as the basic concept of the university,on the other hand,it has also been actively practiced as an indispensable part of the operation of the university.Although the freedom of learning has been widely recognized by universities abroad,it is not a measure of whether the undergraduates in our country have the same freedom of learning.Therefore,considering the special context of China and the interview data,this study transforms the concept of “Learning freedom”into a more local concept of “Learning space”.Moreover,as the main body of study,undergraduate students’ thinking ability and self-consciousness have been developed,so they will guarantee their own study space according to their own needs,and take different study behavior in the process.Therefore,it is of great significance to pay attention to the study space of undergraduates and the logic behind their study behavior in order to realize their all-round and free development.Focusing on the theme of learning space and learning behavior of undergraduates,this study used the method of policy text analysis and interview to conduct semi-structured interviews with 21 undergraduates in different disciplines,a total of nearly 170,000 words of corpus were obtained.With the help of the related educational policy texts of Z University,the researcher presents the actual learning space of undergraduates.Then,NVIVO software was used to classify the collected corpus into four types: active learning type,active taking type,passive learning type and passive taking type.The first two kinds of learning behaviors belong to active choice,the undergraduates follow their inner thoughts to take some learning behaviors,avoid the obstacles and restrictions outside themselves,and finally meet their internal or external needs.The latter two learning behaviors are passive compromise,in which the undergraduates compromise the rules rather than their own wishes,then adapt their learning behaviors to the rules,Thus the first thing to be achieved is the satisfaction of external needs.In different types of undergraduate autonomy will be played to varying degrees.The development and change of learning autonomy may go through four stages: self-exploration,self-selection,self-construction and self-creation.The process is not a quick fix,requiring undergraduates to repeat the process based on their own experiences.Based on the findings above,this study explores the logic behind undergraduates’ learning behavior in the framework of structure and action theory: The rules and resources used by undergraduates in the course of action are the objective learning space.Objective and realistic learning space is the premise and intermediary of undergraduates’ action,and self-constructed learning space can be regarded as the result of their action.On one hand,the realistic learning space restricts and promotes the self-constructed learning space and learning behavior of undergraduates.However,the objective learning space is not always based on the rules or constraints to be observed,but when it is internalized into individual habits will be easier to promote it to “conscious norms”.On the other hand,undergraduate students as learning subjects have initiative,they will construct their own learning space and take corresponding behavior strategies.Therefore,in order to ensure the learning space,and guide the undergraduate students learning behavior towards positive.First of all,schools should improve the system to provide environmental protection;second,teachers should change their ideas to play a leading role;finally,students should bear the responsibility of learning while cultivating their sense of self-determination.