重庆市大学生学习性投入调查

发布时间：2018-05-21 20:12

本文选题：大学生 + 学习性投入　；参考：《西南大学》2012年硕士论文

【摘要】：高等教育质量问题一直是全球范围关注的热点问题。但如何评价高等教育的质量至今为止仍存在争议,尚无一个统一的标准。学界关于各类高等教育质量的评价方式主要可以归纳为两类：外部资源评价和内部增值评价。传统的高等教育质量评价方法是外部资源评价,主要强调对所投入的资源、社会声誉等外部环境的评价,强调硬性指标和输入性指标,缺乏对真正体现教学质量的核心要素的分析,忽视了教育的主体“学生”的学习经验的调查。学生的学习经验是体现高校教育质量的重要标尺,是高校教育质量评价最应该关注的问题。基于这一认识,越来越多的学者开始关注学生主体,关注学生的学习经验。美国学者乔治·库提出“学习性投入”理论,该理论强调以学生为中心,对学生的学习经验进行评价。在这一理论的基础上美国印第安纳大学研发了“全国学生参与度调查”即"NSSE",并于2000年开始在全美正式推行,经过多年的发展与修订被社会和高校广泛认可,对提高美国的本科教育质量做出了很大的贡献。清华大学于2008年主持引进该调查工具,经过文化适应形成信效度良好的“中国大学生学习性投入调查”(NSSE-China),并在全国范围内展开调查。本研究基于清华大学的“中国大学生学习性投入调查”(NSSE-China),并结合重庆市高等教育的实际,编制了《重庆市大学生学习情况调查问卷》,试图了解重庆市大学院校学生的学习性投入情况。该问卷包含五大指标：生师互动、主动合作学习、学生学业挑战度、教育经验丰富程度以及校园环境支持程度。通过比较重庆市高校与全国高校在这五大指标上的差异、重庆市三大类高校之间的差异以及不同年级各项指标的得分分析得出以下结论： (1)通过对重庆市三大类大学院校及全国常模在五大可比指标上的比较分析发现,重庆市三大类院校在五个可比指标上的得分模式十分相似,即校园环境支持度得分最高,生师互动指标得分最低。总体而言,重庆市院校在五大可比指标上的得分均低于全国均数常模。 (2)通过对重庆市三大类院校与其对应层次的院校常模在五个可比指标上得分进行比较发现：重庆市“985”院校在除学业挑战度外的四项指标中的得分均显著性低于全国“985”院校常模得分；重庆市“211”院校在学业挑战度指标、生师互动、校园环境的支持程度这三个指标上得分显著性低于全国“211”院校常模得分；重庆市地方本科院校在校园环境的支持程度指标上显著性低于全国地本科院校常模得分,其他四项指标上两者不存在显著性差异。 (3)通过重庆市三大类院校之间五大指标得分的比较分析发现：重庆市“211”院校在学业挑战度指标上得分较低,显著性低于“985”院校及地方本科院校；“211”院校与地方本科院校在主动合作学习指标上存在极其显著性的差异,地方本科院校情况好于“211”院校；“211”院校与地方本科院校在生师互动指标上的比较发现两者间存在显著性的差异,地方本科院校情况好于“211”院校情况；重庆市“985”院校与“211”院校在教育经验的丰富度指标上存在显著性的差异,“985”院校得分显著性低于“211”院校的得分。 (4)基于性别差异的分析男生和女生在五大指标的比较效应量有四个指标为负数,说明男生在这四大指标上的表现不如女生；不同性别学生在主动合作学习水平指标上的得分存在显著性差异；在其余四项指标中女生的平均得分均高于男生,但分数差距在1分左右,经检验不存在显著性差异。 (5)基于年级差异的分析在学业挑战度指标上,大一学生得分显著性低于大二年级学生得分；在生师互动SFI指标上,大四和大一、大二、大三学生在该指标的得分上均具有显著性的差异,大四学生得分高于大一、大二、大三学生得分；在校园环境的支持程度SCE指标上,大二学生得分最低,显著性低于大一、大三、大四学生得分。本研究说明重庆市大学生的学习性投入较之全国常模存在一定的不足之处：重庆市院校学生学业挑战的能力不足；主动合作学习意识淡薄；师生互动明显不足；教育经验不够丰富；不同年级在五大指标上各有优劣。根据以上情况提出以下建议：重庆市高校应当帮助学生培养良好的自主学习习惯,将良好的自主学习设施和氛围提供给学生,增强大学生的学业挑战意识、促进其自主学习；推行素质教育并在制度层面对学生合作学习的有效开展进行保障,培养学生主动合作精神和合作能力；加强教师在生师互动中的主动作用,充分利用和发挥学长的作用；高校发掘和实施一些有利于学生发展的活动,促进学生的全面发展,为学生提供更多的海外学习机会丰富学生的教育经验；针对不同年级的学生高校应当采取有区别的关心。本研究借鉴了国外高等教育领域内信效度较高的调查工具,将大规模样本作为全国性本科教育评估的问卷调查,对我国大学教育质量的相关实践研究具有一定的借鉴作用,在一定程度上可以弥补我国教育教学评估工作的不足。
[Abstract]:The quality problem of higher education has been a hot issue of global concern . But how to evaluate the quality of higher education is still controversial and there is no uniform standard .

This study is based on Tsinghua University ' s " Study on Chinese College Students ' Learning Input " ( NSSE - China ) , and combines the practice of Chongqing ' s higher education , prepares the questionnaire survey of students ' learning situation in Chongqing University , and tries to understand the students ' learning input in Chongqing University . The questionnaire contains five indicators : teacher ' s interaction , active cooperation study , student ' s academic challenge , educational experience degree and campus environment support degree .

( 1 ) Through the comparative analysis on five comparable indexes of three major universities in Chongqing and the national norm , the scores of three universities in Chongqing are very similar , that is , the scores of campus environment support are the highest , and the students ' interactive index score is the lowest . In general , the scores of Chongqing university in five comparable indexes are lower than the national average norm .

( 2 ) Compared with the scores of five comparable indexes , the scores of the four indexes of " 985 " in Chongqing were significantly lower than those of " 985 " colleges in Chongqing .
The scores of the " 211 " institutions in Chongqing were significantly lower than those of the " 211 " colleges in the whole country on the basis of the index of academic challenge , the interaction between teachers and teachers , the degree of support of the campus environment ;
The level of support of local undergraduate colleges in Chongqing was significantly lower than that of the national undergraduate colleges . There was no significant difference between the four indexes .

( 3 ) Through the comparative analysis of five indexes among three universities in Chongqing , it is found that the scores of " 211 " institutions in Chongqing are lower than those of " 985 " institutions and local universities ;
There are very significant differences between " 211 " institutions and local undergraduate institutions in active cooperative learning indicators , and local universities are better than " 211 " institutions ;
There is a significant difference between the " 211 " institutions and the local undergraduate institutions on the interaction index between teachers and colleges , and the situation of local undergraduate institutions is better than that of " 211 " institutions ;
There were significant differences between the " 985 " college and " 211 " colleges in Chongqing . The scores of " 985 " were significantly lower than those in " 211 " colleges .

( 4 ) Based on the sex difference analysis , there are four indicators of the comparison effect between male and female students in five indicators : negative , indicating that boys are less than girls in these four indicators ;
There was a significant difference in the scores of different sex students on the level of active cooperative learning ;
In the remaining four indicators , the average score of girls was higher than that of boys , but the score difference was about 1 point , and there was no significant difference between them .

( 5 ) Based on the analysis of the grade difference , the scores of the students scored significantly lower than those in the second grade .
There were significant differences in the scores of the index scores between the four and the first , second and third students . The scores of the four students were higher than that of the freshman , the second and the third students .
On the basis of the SCE index of the campus environment , the scores of the two students were the lowest , which was significantly lower than that of the big one , the third and the fourth students .

This study shows that the study of Chongqing university students has some disadvantages compared with the national norm .
The active cooperative learning consciousness is thin ;
There was an obvious lack of interaction between teachers and students .
The educational experience is not rich enough ;
According to the above situation , the following suggestions are put forward : Chongqing university should help students develop good self - learning habits , provide good self - learning facilities and atmosphere to students , strengthen the students ' academic challenge consciousness and promote their autonomous learning ;
Carry out the quality education and guarantee the effective implementation of cooperative learning of students at the institutional level , and train the students ' initiative cooperative spirit and cooperation ability ;
To strengthen the active role of teachers in the interaction of teachers and teachers , and make full use of the role of teachers ;
Colleges and universities explore and implement some activities that are beneficial to students ' development , promote students ' comprehensive development , provide students with more opportunities to study abroad and enrich their educational experience ;
Students in different grades should have different concerns .

This paper draws lessons from the survey tools of higher reliability in the field of higher education in foreign countries , and uses large - scale samples as a questionnaire of national undergraduate education assessment , and has a certain reference to the relevant practical research of the quality of education in our country , and can make up for the deficiency of our country ' s educational evaluation work to some extent .
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G642.0

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