An Analysis of the Status Quo of College Students’ “Fragmented” Learning and Its Countermeasures*

DOI

10.2991/assehr.k.191217.148How to use a DOI?

Keywords

fragmented learning, status quo, countermeasures

Abstract

In the post-industrial society, science and technology are highly developed, and the popularity of mobile terminals such as mobile phones and tablets provides people with good technical support for obtaining information whenever and wherever possible. But at the same time, it also completely tears the information, making the fragmented learning of college students show a normal trend. Fragmented learning, because of its subjective and constructive characteristics, better implements the learning concepts advocated by constructivist psychology and humanistic psychology. But it also affects the learning effect of college students because of the cognitive barriers in knowledge construction. This article, starting from the status quo of “fragmented” learning for college students, analyzes the causes and results of “fragmented” learning, and gives specific recommendations, that is, in the future, it should be devoted to the development and promotion of learning strategies and modern education technologies that transform fragmented knowledge into systematic knowledge.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xiaorong Gan
PY  - 2020
DA  - 2020/02/14
TI  - An Analysis of the Status Quo of College Students’ “Fragmented” Learning and Its Countermeasures*
BT  - Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019)
PB  - Atlantis Press
SP  - 365
EP  - 368
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191217.148
DO  - 10.2991/assehr.k.191217.148
ID  - Gan2020
ER  -