数字化学习中注意力失焦的原因分析

摘要

This paper focuses on students’ attention deifcit disorder in network classroom. Metacognition, learning involvement and use of the Internet have close relationship with attention. Then we tested 212 students with related psychological scale in the network class. The survey data show that students’ learning involvement and network entertainment preferences had a signiifcant difference in gender, and students’ metacognitive had a signiifcant difference in grade;Attention have a signiifcant positive correlation with metacognition and learning involvement, and a signiifcant negative correlation with network entertainment preferences;Learning involvement, self-monitoring and planning, network entertainment preferences are the key factor of students’ attention. In the information society, it has an irreconcilable contradiction between unlimited amount of information and limited attention. Teachers should find ways to improve students’ focus on learning, and guide students to use actively manage in learning process so that students will become true masters of digital Learning.%某校开设了数字化学习实验班，学生人手一台笔记本电脑，在网络情境下开展常规课堂教学。两年之后，实验班学生表现出一些注意力失焦倾向，实验班学生的注意力明显弱于对照班学生。现有研究表明，元认知、学习投入、互联网使用与注意力可能存在影响关系。通过对212名实验班学生进行统一测试，结果表明：学习专注、自我监控和计划、互联网娱乐偏好是影响注意力的重要因素。注意力与元认知、学习投入呈现显著正相关，与互联网娱乐偏好呈现显著负相关；实验班学生的学习投入和互联网娱乐偏好在性别上存在显著差异；实验班学生的元认知在年级上存在显著差异。在信息社会，有限注意力与无限信息量之间存在不可调和的矛盾。教育者要想方设法提高学生的专注度和自我管理水平，引导他们学会管理自己的学习，避免注意力失焦的困扰，最终成为数字化学习的主人。