辽宁高职学报2026，Vol.28Issue(1)：36-40,5.
高职学生6S学习策略师生认知差异及教学研究
Study on the Cognitive Differences between Teachers and Students and Teaching of 6S Learning Strategy among Higher Vocational Students
摘要
Abstract
Based on the questionnaires and interviews of 533 students and 23 teachers from three higher vocational colleges in Liaoning Province,the t-test and the two-sample proportion Z-test were used to analyze the cognitive differences between teachers and students in the six dimensions of the 6S learning strategy(goal setting,learning state,intrinsic motivation,potential stimulation,self-regulation,and strategy application)and their main causes.The research results show that teachers'overall evaluation of students'learning strategies is lower than students'self-evaluation,and the gap is particularly obvious in previewing before class,reviewing after class and self-regulation.This paper proposes a 6S teaching closed loop centered on goal decomposition,process monitoring,immediate feedback and information empowerment,providing practical paths and empirical evidence for higher vocational colleges to precisely cultivate students'learning abilities.关键词
高职教育/6S学习策略/师生认知差异/学习能力培养/双样本比例Z检验Key words
higher vocational education/6S learning strategy/cognitive differences between teachers and students/learning competence development/two-sample proportion Z test分类
社会科学引用本文复制引用
杨雨溪,新昕..高职学生6S学习策略师生认知差异及教学研究[J].辽宁高职学报,2026,28(1):36-40,5.基金项目
中国职业技术教育学会2020年度立项课题:"基于6S高效学习策略理论培养高职学生学习能力研究"(2020C0132) （2020C0132）
辽宁省教育科学规划领导小组办公室2020年度立项课题:"生涯认知理论视域下高职学生学习能力研究"(JG20EB192) （JG20EB192）
辽宁省职业技术教育学会2017年度立项课题:"基于四大课堂联动的高职学生综合管理能力培养研究"(LZY17521) （LZY17521）
