高校本科生迁移学习水平影响因素研究——基于社会认知理论的分析框架
Influencing Factors of Transfer Learning Level among Undergraduates—An Analytical Framework Based on Social Cognitive Theory
摘要: 迁移学习能力是衡量高等教育人才培养质量的核心指标，系统考察本科生迁移学习水平的影响因素及其作用机制对于提升本科教育质量具有重要价值。本文以Bandura社会认知理论的三元交互决定论为核心理论框架，系统梳理了迁移学习研究的学术史脉络、测量评价方法、影响因素体系以及本科高校教育情境中的应用研究，构建了涵盖个人因素、教学课程因素和学习支持因素的多层次影响因素分析模型。研究发现：(1) 迁移学习研究已从行为主义范式演进至认知主义与情境主义的整合取向，当代研究呈现出多元整合的趋势；(2) 学习者个体因素(先前知识基础、元认知水平、学习动机与自我效能感)是影响迁移的基础性因素，作为近端环境因素的教学与课程因素(教学方法、课程设计、评价方式)通过直接改变学习者的认知加工过程影响迁移的发生，作为远端环境因素的学习支持因素(学术氛围、实践平台、同伴互动)则更多通过塑造学习者的自我效能信念间接影响迁移的意愿与机会；(3) 自我效能感在环境因素与迁移行为之间的中介传导功能是当前研究的薄弱环节，亟待在本科教育情境中开展专门的实证检验。本文为后续开展本科生迁移学习的实证研究提供了系统的理论基础和分析框架，对于深化迁移学习理论研究和指导本科教育实践具有重要参考价值。
Abstract: Transfer learning ability is a core indicator for evaluating the quality of talent cultivation in higher education. A systematic examination of the influencing factors and mechanisms underlying undergraduates’ transfer learning levels holds significant value for improving undergraduate education quality. Grounded in Bandura’s triadic reciprocal determinism within Social Cognitive Theory, this paper systematically reviews the academic history, measurement methods, influencing factor systems, and applications of transfer learning research in undergraduate education contexts. A multi-level analytical framework encompassing personal factors, teaching and curriculum factors, and learning support factors is constructed. The study finds that: (1) Transfer learning research has evolved from behaviorist paradigms to an integrated orientation combining cognitive and situated approaches, with contemporary research showing a trend towards multi-faceted integration; (2) Individual learner factors (pre-existing knowledge, metacognitive level, learning motivation, and self-efficacy) are fundamental factors influencing transfer. Teaching and curriculum factors (teaching methods, curriculum design, and assessment methods), as proximal environmental factors, directly affect transfer by altering learners’ cognitive processing. Learning support factors (academic atmosphere, practical platforms, and peer interaction), as distal environmental factors, indirectly influence the willingness and opportunity for transfer by shaping learners’ self-efficacy beliefs; (3) The mediating function of self-efficacy between environmental factors and transfer behavior represents a weakness in current research requiring dedicated empirical testing in undergraduate contexts. This paper provides a systematic theoretical foundation and analytical framework for subsequent empirical research on transfer learning among undergraduates, and has important reference value for deepening theoretical research on transfer learning and guiding undergraduate education practice.
文章引用：张艺颖. 高校本科生迁移学习水平影响因素研究——基于社会认知理论的分析框架[J]. 教育进展, 2026, 16(6): 15-23. https://doi.org/10.12677/ae.2026.1661092

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