研究型大学本科生就读经验的中美比较研究

发布时间：2018-06-25 05:32

本文选题：本科生 + 就读经验　；参考：《南京师范大学》2012年硕士论文

【摘要】：我国本科生扩招,高等教育由精英化阶段进入大众化阶段。面对钱学森之问,大量优秀学生选择出国深造,学生数量增加、教育资源稀释等情况,研究型大学本科生的教育质量受到了社会的质疑。有效评估我国研究性大学大学本科教育质量成了大家关注的焦点。传统以资源为中心的本科教学工作水平评估与以教师为中心的学生评教都不能切实的评估本科学生教育质量。加州大学高等教育研究中心主持的美国研究型大学学生就读经验调查项目(SERU)以建构主义学习理论与学生发展理论为理论基础,把学生作为调查主体,学生自身与大学环境中的人、事、物所发生的交互作用的认识和体验为调查内容,比较学生就读前与就读后在知识、人格上的认识、体验及建构,通过对学生在整个大学就读期间或某个阶段的学习过程、学习结果的分析,描述学生在学习上进步或发展的增量,从而帮助提高教育质量,便于教育管理。这种以学生为中心,关注学习成果的教育质量评价方式值得我们借鉴。论文对就读经验、研究型大学的概念进行了论述,并综述了国内外关于研究型大学本科生就读经验的相关研究,此外论文还详细阐述了美国研究型大学学生就读经验调查的项目的产生、发展、组织运行、管理,作用。文章还论述了调查项目的特点与值得借鉴的地方,分析了SERU问卷的理论依据。本研究基于美国研究型大学学生就读经验调查2008年版问卷,编写了中文版问卷并对其进行了一致性分析。研究者在中国三所研究型大学发放600份本科生就读经验调查问卷,对问卷数据进行统计分析。研究者依靠美国研究型大学学生就读经验调查项目的相关论文、研究报告和部分数据与中国研究型大学本科生就读经验调查数据进行比较。论文从中美研究型大学本科的个人信息、学习与研究活动参与度、校园与社会活动参与度、满意度、学习产出等方面入手进行比较,又进一步细化着重比较了师生互动、学习研究同伴协作等方面的情况。论文通过对两国数据的比较进行卡方检验,查看双方不同维度是否有显著差异。并对相关维度之间的联系作相关分析。研究者基于数据分析对两国本科生就读经验异同做出分析。本研究有助于深化和丰富对中美研究型大学学生就读经验的认识,对研究型大学本科生教育质量提高有一定帮助,有助于学校管理与政策制定。
[Abstract]:China's undergraduate enrollment expansion, higher education from the elite stage into the popular stage. Faced with the question of Qian Xuesen, a large number of excellent students choose to go abroad for further study, the number of students increases, the educational resources dilute and so on, the quality of undergraduate education in research universities is questioned by the society. Effective evaluation of the quality of undergraduate education in research universities has become the focus of attention. The traditional evaluation of undergraduate teaching level based on resources and the evaluation of teachers by students can not effectively evaluate the quality of undergraduate students' education. The American Research University students' experience Survey Project (SERU), which is sponsored by the Center for higher Education Research of the University of California, is based on constructivism learning theory and student development theory, and regards students as the main body of the survey. The cognition and experience of the interaction between the students themselves and the people, events and things in the university environment are the contents of the investigation, which compares the cognition, experience and construction of the students' knowledge and personality before and after they study. Through the analysis of the learning process and learning results of the students during their study in the whole university or at a certain stage, this paper describes the increment of the students' learning progress or development, thus helping to improve the quality of education and facilitate the management of education. This kind of education quality evaluation method, which is centered on students and pays attention to learning results, is worthy of our reference. This paper discusses the concepts of study experience and research university, and summarizes the domestic and foreign studies on the experience of undergraduate students in research universities. In addition, the paper also elaborates on the emergence, development, organization, operation, management and function of the research university students' experience survey in the United States. This paper also discusses the characteristics of the investigation items and the points worth reference, and analyzes the theoretical basis of the SERU questionnaire. Based on the 2008 questionnaire of the American Research University students' study experience, the Chinese version of the questionnaire was compiled and the consistency analysis was carried out. Six hundred undergraduate students' experience questionnaires were distributed in three research universities in China, and the data were statistically analyzed. Researchers rely on the relevant papers, research reports and some data of the American research university students' experience survey project to compare with the Chinese undergraduate students' experience survey data. The paper compares the personal information, the degree of participation in learning and research activities, the degree of participation in campus and social activities, the degree of satisfaction, the learning output, and so on, and further details the teacher-student interaction. Learn to study peer collaboration, etc. By comparing the data of the two countries by chi-square test, to see if there are significant differences in different dimensions between the two countries. And the correlation analysis of the correlation between dimensions. Based on data analysis, the researchers analyzed the similarities and differences of undergraduate experience between the two countries. This study is helpful to deepen and enrich the understanding of the students' study experience in Chinese and American research universities, to improve the quality of undergraduate education in research universities, and to help school management and policy making.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G649.1

【参考文献】