当前高校研究生课外专业学习调研

发布时间：2018-01-06 08:03

本文关键词：当前高校研究生课外专业学习调研　出处：《西南大学》2010年硕士论文　论文类型：学位论文

【摘要】： 研究生教育是本科后以研究为主要特征,以培养追求真理精神和掌握追求真理方法的高层次专业教育。按照规定课程学习时间仅占整个研究生阶段三分之一,剩下的三分之二均可自由支配。目的在于充分发挥研究生自身学习的主动性和自觉性,可以充分利用课外时间把课堂上学习到的专业知识理解、消化、应用和钻研。只有将课外专业学习和课堂学习相结合,专业知识才能内化为研究生自身的知识和能力,才能成为优秀的专业人才。因此,研究生课外专业学习是构成研究生学习的重要部分,对研究生培养质量起着至关重要的作用。而目前研究生课外专业学习严重不足,情况不容乐观。关于研究生课外专业学习的已有研究,零散性研究偏多,缺乏对硕士研究生的系统研究。本研究以硕士研究生课外专业学习作为研究对象,综合运用文献分析法、问卷调查法,分别对东、中、西部五所高校的硕士研究生进行课外专业学习调查,以期了解研究生课外专业学习的动机、学习态度、学习行为、学习体验。经调查数据分析,得到如下结果：第一,研究生对专业学习兴趣度很高,但课外专业学习动机功利化。有62.5%的研究生课外专业学习以提升个人素质增加就业竞争力为主要目的。第二,研究生重视课外专业学习,但学习的主动性不高。50.7%的研究生认识到课外专业学习的重要性,但有31.7%的研究生为完成作业或任务而被动地学习。第三,研究生专业学习意识和行为不一致,40.3%的研究生对计划的执行力不强,课外专业学习时间不够,娱乐活动占27.7%。第四,研究生课外活动在年级、专业上存在显著差异。一年级的课外专业学习显著高于二年级,p值为0.003(p0.05)；二年级的课外专业学习显著低于三年级,p值为0.003(p0.05)；一年级的社会实践活动显著低于三年级,p值为0.01(pO.05)。艺术体育专业比文理科更倾向于“娱乐活动”。艺术体育专业与文科的p值为0.007(pO.05)；艺术体育与理工科的p值为0.036(pO.05)。第五,理工科与文艺体研究生课外专业学习场所不同。59.1%理工科研究生主要以“实验室或工作室”为课外专业学习的主要场所,而34.1%文艺体研究生主要以“寝室”为主。第六,看书阅读资料、听讲座参加学术会议和做课外专业作业为课外专业学习的主要形式；27.7%的研究生学习方式有很大的转变,但85.5%不注重协作学习。第七,研究生对课外专业学习满意度不高,满意的仅占25.1%；40.8%在遇到困难时不善于向老师和同学寻找帮助。第八,自身素质、课程教学、学习资源、学习氛围和导师指导是影响研究生课外专业学习不理想的主要原因。基于以上调查结果分析,再结合研究情况和个人思考提出改善硕士研究生课外专业学习现状的对策：一是提高研究生自身的素质：包括树立正确的学习价值观,端正专业学习态度激发学生的学习动机,树立自主学习的观念；二是重视导师队伍的建设：包括建立兼职导师队伍和指导小组,加强师德建设和监控机制的建设,提高导师指导水平；二是完善学校建设：包括提高课堂教学质量,增加课外作业量,加强学校学习资源建设,营造浓厚的学术氛围。本研究突破了以往研究中以研究生整个学习范围为研究对象的局限,直接将研究焦点集中在课外专业学习这一具体范围,增加对课外专业学习形式、地点的关注,运用自编问卷,全面了解研究生课外专业学习的现状,针对问题提出相应的对策建议。本研究促进了高校管理者对研究生课外专业学习的指导和监督,改善导师指导策略,丰富和完善了研究生学习和教学理论的研究。
[Abstract]:The postgraduate education of undergraduate to study as the main feature, in order to cultivate the spirit of the pursuit of truth and mastery of high level professional education in the pursuit of truth method. In accordance with the provisions of course of study time is only accounted for the entire graduate stage 1/3, the remaining 2/3 are discretionary. In order to give full play to their initiative and self-consciousness of graduate study. Can make full use of spare time to learn professional knowledge of classroom understanding, digestion, application and study. Only the extra-curricular professional learning and classroom learning combined professional knowledge can be internalized into a graduate student's own knowledge and ability, can become excellent professional talents. Therefore, the graduate school professional learning is an important research part of life study on composition of postgraduate training plays a vital role in quality. While the current graduate school professional learning is seriously insufficient, the situation is not optimistic.
On the existing research professional graduate student extracurricular, more scattered, lack of systematic research in graduate students. In this study, Graduate School professional learning as the research object, the integrated use of literature analysis, questionnaire survey method, respectively, to the East, master of five university students in the west study of the professional courses, in order to understand the students' extracurricular research professional learning motivation, learning attitude, learning behavior, learning experience. After data analysis, the results are as follows:
First, postgraduates are very interested in professional learning, but utilitarian for extracurricular professional learning motivation. 62.5% of post-graduate extracurricular professional learning is aimed at improving personal quality and increasing employability.
Second, postgraduates pay much attention to extracurricular professional learning, but their learning initiative is not high..50.7%'s postgraduates recognize the importance of extracurricular professional learning, but 31.7% of graduate students passively learn to finish assignments or tasks.
Third, Graduate Students' professional learning consciousness and behavior are not consistent, 40.3% of graduate students are not strong in planning execution, and there is not enough time for extracurricular professional learning, and entertainment accounts for 27.7%..
Fourth, graduate students in extracurricular activities in the grade, there are significant differences in professional. The first grade school professional learning was significantly higher than that of the second grade, P value was 0.003 (P0.05); the second grade school professional learning was significantly lower than that of the third grade, the value of P was 0.003 (P0.05); the first grade social activity was significantly lower than that of the third grade. The value of P was 0.01 (pO.05). Arts and sports majors than science more inclined to entertainments. Arts and sports majors of liberal arts and the value of P was 0.007 (pO.05); the art of sports and Science of the value of P was 0.036 (pO.05).
Fifth, science and engineering and literature and art postgraduates are different from their extracurricular professional learning places..59.1% science and engineering graduate students mainly use laboratory or studio as extracurricular professional learning places, while 34.1% literary and art postgraduates are mainly "bedroom".
Sixth, reading and reading materials, attending lectures, attending academic conferences and doing extra curricular professional assignments are the main forms of extracurricular professional learning. 27.7% of Postgraduates' learning styles have changed greatly, but 85.5% do not pay much attention to collaborative learning.
Seventh, the graduate students' satisfaction with extracurricular professional learning is not high, and the satisfaction is only 25.1%. 40.8% is not good at finding help to teachers and students when they are in difficulty.
Eighth, self quality, course teaching, learning resources, learning atmosphere and tutor guidance are the main reasons that affect Postgraduates' Extracurricular professional learning.
Based on the analysis of the above findings, then this study proposes countermeasures to improve the status quo of professional graduate students' Extracurricular Learning: the first is to improve their own quality, including graduate students to establish correct learning values, correct attitude to professional learning stimulate students' learning motivation, cultivate autonomous learning concept; two is to pay attention to the construction of supervisor team: including the establishment of part-time tutor team and guide team, strengthen the construction of teachers' morality construction and supervision mechanism, improve the level of teacher guidance; the two is to improve the construction of the school include: improve the quality of classroom teaching, increase the amount of homework, the school to strengthen the construction of learning resources, and create a strong academic atmosphere.
This study breaks through the previous research in order to graduate a whole range of learning as the research object the limitations of direct study focuses on a specific range of extracurricular learning in the professional, increase of extra-curricular professional learning form, place of attention, a questionnaire, a comprehensive understanding of the status quo of professional graduate student extracurricular, aiming at the problems and puts forward corresponding countermeasures and suggestions. This study promotes the university administrators to guide and supervise the professional graduate student extracurricular tutor, improve research strategy, enrich and improve the postgraduate learning and teaching theory.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G643

【引证文献】