第一代农村大学生的学习经历分析——基于结构与行动互动的视角
发布时间：2018-09-07 06:38
【摘要】：通过分析两所"985工程"高校中363名本科生的学习经历发现,空间位置结构和家庭文化结构对第一代农村大学生(即父母均没有接受过高等教育的农村籍大学生)的学习参与过程及学业能力发展水平产生一定的制约作用,并且凭借直接授予和间接传递两种方式赋予不同群体学生之间的学业能力差异关系。但结构限制作用是有限的,其制约效应会受到个体行动能力的挑战。第一代农村大学生通过改变行动策略,利用学校资源刻苦学习,最终缩小了与其他同学在学业能力发展方面的差距。这表明个体行动能力在某种程度上能够弱化结构因素的固化效应。这为我国促进高等教育过程及结果公平提供了新思路和新依据。
[Abstract]:By analyzing the learning experience of 363 undergraduates in two "Project 985" universities, we find that, The spatial position structure and the family culture structure have certain restriction on the learning participation process and academic ability development level of the first generation of rural college students (that is, the rural college students whose parents have not received higher education). And by means of direct award and indirect transmission, the difference of academic ability between different groups of students is given. However, the effect of structural restriction is limited, and its restriction effect will be challenged by individual ability of action. The first generation of rural college students through changing action strategies, using school resources to study hard, and finally narrowed the gap with other students in the development of academic ability. This indicates that individual action ability can weaken the solidification effect of structural factors to some extent. This provides a new idea and basis for promoting the process and result fairness of higher education in our country.
【作者单位】： 上海交通大学高等教育研究院;
【分类号】：G40-052
本文编号：2227491
[Abstract]:By analyzing the learning experience of 363 undergraduates in two "Project 985" universities, we find that, The spatial position structure and the family culture structure have certain restriction on the learning participation process and academic ability development level of the first generation of rural college students (that is, the rural college students whose parents have not received higher education). And by means of direct award and indirect transmission, the difference of academic ability between different groups of students is given. However, the effect of structural restriction is limited, and its restriction effect will be challenged by individual ability of action. The first generation of rural college students through changing action strategies, using school resources to study hard, and finally narrowed the gap with other students in the development of academic ability. This indicates that individual action ability can weaken the solidification effect of structural factors to some extent. This provides a new idea and basis for promoting the process and result fairness of higher education in our country.
【作者单位】： 上海交通大学高等教育研究院;
【分类号】：G40-052
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