【摘要】：我國高等教育改革明確要求提升高等教育的發(fā)展質(zhì)量,而學(xué)生作為評(píng)價(jià)學(xué)校教育質(zhì)量的核心主體之一,其對(duì)學(xué)校滿意度評(píng)價(jià)能夠在一定程度上反映出學(xué)校辦學(xué)水平和教育質(zhì)量的高低。目前黑龍江省高校大學(xué)生對(duì)學(xué)校的滿意度課題尚少有研究者涉及,為了對(duì)黑龍江省教育改革貢獻(xiàn)一份力量以及提供現(xiàn)實(shí)依據(jù),本文對(duì)黑龍江五所省屬院校的3871名大學(xué)生進(jìn)行了學(xué)校滿意度問卷調(diào)查,過方差分析等統(tǒng)計(jì)方法了解大學(xué)生的學(xué)校滿意度情況,考察不同院校、家庭和個(gè)人特征大學(xué)生的學(xué)校滿意度差異,并結(jié)合顧客滿意、相對(duì)剝奪感、文化再生產(chǎn)等社會(huì)學(xué)理論探討其產(chǎn)生差異的原因。研究發(fā)現(xiàn):黑龍江五所省屬院校大學(xué)生的學(xué)校總體滿意度較高,其中教師滿意度最高,校園設(shè)施滿意度最低;不同院校、年級(jí)、所來自地區(qū)、家庭經(jīng)濟(jì)狀況、父輩文化程度的大學(xué)生其學(xué)校滿意度存在顯著差異。具體表現(xiàn)為:A院校的滿意度最低,E院校的滿意度最高;大四學(xué)生的滿意度最高,大二學(xué)生的滿意度最低,總體滿意度從一到四年級(jí)基本呈現(xiàn)出U型變化趨勢;來自農(nóng)村的學(xué)生滿意度明顯低于城市學(xué)生;學(xué)生的家庭經(jīng)濟(jì)狀況越差,滿意度越低,父輩文化程度越低,滿意度越低。同時(shí),以下問題值得關(guān)注:學(xué)生對(duì)校園網(wǎng)這一指標(biāo)的評(píng)價(jià)明顯偏低,信息化建設(shè)程度較差嚴(yán)重拉低了校園設(shè)施的滿意度;大二學(xué)生的滿意度最低,學(xué)校應(yīng)多關(guān)注大二學(xué)生;來自社會(huì)底層的學(xué)生群體對(duì)學(xué)校的滿意度較低,主要表現(xiàn)在:農(nóng)村基礎(chǔ)教育建設(shè)落后,農(nóng)村學(xué)生在對(duì)大學(xué)未知的基礎(chǔ)上形成過高期待;家庭貧困學(xué)生在與參照群體的對(duì)比中產(chǎn)生相對(duì)剝奪感并將這種較低的自我認(rèn)同投射到其他方面;父輩文化程度較低的學(xué)生擁有的文化資本較少,對(duì)大學(xué)某些方面不適應(yīng)。這些均使得其對(duì)學(xué)校的滿意度較低。社會(huì)分層的固化是導(dǎo)致處于社會(huì)底層學(xué)生群體對(duì)學(xué)校滿意度較低的根本原因,同時(shí)教育的不公平又進(jìn)一步加劇了社會(huì)分化。最后,結(jié)合研究結(jié)論提出了五個(gè)對(duì)策建議。
[Abstract]:The reform of higher education in China clearly requires the improvement of the development quality of higher education, and the students, as one of the core subjects in evaluating the quality of school education, The evaluation of school satisfaction can reflect the level of school running and the quality of education to a certain extent. At present, there are few researchers involved in the satisfaction of college students in Heilongjiang Province, in order to contribute a strength to the educational reform in Heilongjiang Province and provide a realistic basis. In this paper, 3871 college students from five provinces of Heilongjiang province were investigated by questionnaire, cross-variance analysis and other statistical methods to understand the school satisfaction of college students, and to investigate the different colleges and universities. The differences in school satisfaction between college students with family and personal characteristics are discussed, and the reasons for the differences are discussed in the light of sociological theories such as customer satisfaction, relative deprivation, cultural reproduction and so on. It is found that the overall school satisfaction of college students in five provinces of Heilongjiang province is higher, among which the satisfaction of teachers is the highest and the satisfaction of campus facilities is the lowest. There are significant differences in school satisfaction among college students from different colleges, grades, areas, family economic status and parents' education level. The results are as follows: the degree of satisfaction of A college is the lowest, that of E college is the highest, the satisfaction of senior students is the highest, the satisfaction of sophomore students is the lowest, and the overall satisfaction degree shows a U-shaped change trend from grade one to grade four. The satisfaction degree of students from rural areas is obviously lower than that of urban students, and the worse the family economic status of the students is, the lower the satisfaction is, and the lower the parents' education level is, the lower the satisfaction degree is. At the same time, the following problems deserve attention: the evaluation of campus network is obviously low, the degree of information construction seriously reduces the satisfaction of campus facilities, the satisfaction of sophomore students is the lowest, the school should pay more attention to sophomore students; The satisfaction of the students from the bottom of the society to the school is low, mainly manifested in: the rural basic education construction is backward, the rural students in the unknown on the basis of the formation of too high expectations; The poor students in the family have a sense of relative deprivation in comparison with the reference group and project this kind of low self-identity to other aspects; the students with lower parental education have less cultural capital and are not adapted to some aspects of the university. All these make its satisfaction with the school lower. The consolidation of social stratification is the root cause of low school satisfaction of students at the bottom of the society. At the same time, the unfairness of education further aggravates the social differentiation. Finally, combined with the conclusions of the study, five suggestions were put forward.
【學(xué)位授予單位】：哈爾濱工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G645.5

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