基于情境学习与跨学科学习的教学方法对大学生文学知识及文学学习态度的提升研究

摘要

对大学生而言，开设语文类课程是中华文化的传承与延续，能够提升学生的文学素养。然而，由于大学语文课程的选文内容对学生的文学基础要求较高，又缺少考试压力，传统教学方法难以激发学生的课堂学习兴趣，学生收获有限，教师的教学也更像是在完成任务。为此，本研究探索了大学语文学习中的情境学习与跨学科学习方法。情境学习能够创设沉浸式情境，激发学生兴趣并增强其情感投入；跨学科学习则能够将文学与历史、社会学、哲学等内容联系起来，帮助学生从多元视角解读文学作品。本研究采用准实验设计，选取丽江师范学院50名学生作为研究对象，将其分为三组：采用传统教学方法的对照组、采用综合教学方法的实验组以及不施加干预的验证组。研究采用文学知识测验与文学学习态度量表评估学生的认知与情感变化。研究结果表明，实验组在文学知识与文学态度方面显著优于其他各组，对文本的解读也更为深入。因此，情境学习与跨学科学习相结合是强化高校文学教育的有效策略。

Abstract

For college students, opening Chinese courses is the inheritance and continuation of Chinese culture, which can improve students' literary quality. However, because the content of college Chinese course selection has higher requirements for students' literary foundation and loses the pressure of examination, traditional teaching methods can not stimulate students' interest in learning in class, students gain little, and teachers' teaching is more like completing tasks. Therefore, this study explores the methods of college Chinese learning situated-based learning and interdisciplinary learning. Situated-based learning can create immersive situations that stimulate students' interest and increase their emotional engagement, while interdisciplinary learning can connect literature with other content such as history, sociology, and philosophy to help students interpret literary works from a diverse perspective. This study adopted a quasi-experimental design and selected 50 primary school students from Lijiang Normal University as the research objects and divided them into three groups: the control group using traditional teaching methods, the experimental group using comprehensive teaching methods and the verification group without intervention. Literary knowledge test and literary learning attitude scale were used to assess the cognitive and emotional changes of students. It can be seen from the research results that the experimental group is significantly better than the other groups in literature knowledge and attitude, and has a more profound interpretation of texts. Therefore, the combination of situational learning and interdisciplinary learning is an effective strategy to strengthen college literature education.