本文關(guān)鍵詞：新疆綜合性大學(xué)學(xué)生學(xué)習(xí)參與調(diào)查研究　出處：《新疆師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 學(xué)習(xí)參與 綜合性大學(xué) 大學(xué)生

【摘要】：隨著高等教育的發(fā)展,大眾對高校的教育質(zhì)量越加關(guān)注。教育質(zhì)量不僅影響到大學(xué)的整體水平,對學(xué)生的成長也有深遠的影響。各國研究證明,通過評價督促高校提高教育水平是保障高等教育質(zhì)量的有效措施。目前,新疆高校的教育質(zhì)量評價方式大多是從外部資源要素上來評價教育質(zhì)量,忽略了教育的主體“學(xué)生”的學(xué)習(xí)經(jīng)驗,而學(xué)生的學(xué)習(xí)經(jīng)驗是體現(xiàn)高校教育質(zhì)量的重要標準。本研究進行的學(xué)生學(xué)習(xí)參與水平調(diào)查是從學(xué)生的角度,從教育過程出發(fā)對高等教育質(zhì)量進行評估,強調(diào)學(xué)生的學(xué)習(xí)經(jīng)驗。學(xué)習(xí)參與是指學(xué)生在學(xué)校參與教育活動花費的時間和精力,以及學(xué)校能為學(xué)生學(xué)習(xí)提供的一切幫助,實質(zhì)就是學(xué)生行為與高校條件之間的相互影響。研究以新疆兩所綜合性大學(xué)大二、大三和大四三個年級,文、理、工科三個學(xué)科的學(xué)生為調(diào)查對象,通過問卷訪談等方法,了解他們在大學(xué)的學(xué)習(xí)參與情況,學(xué)習(xí)收獲以及對學(xué)校的滿意度,考察不同因素對學(xué)生學(xué)習(xí)參與的影響,反映新疆綜合性大學(xué)存在的問題與不足,分析問題產(chǎn)生的原因,并提出相應(yīng)的解決對策。研究的調(diào)查結(jié)果為:(1)新疆綜合性大學(xué)學(xué)生的學(xué)習(xí)參與總體處于中等水平,在學(xué)習(xí)參與內(nèi)部的五個維度中,得分由高到低排列如下:校園環(huán)境的支持度、主動合作學(xué)習(xí)、學(xué)業(yè)挑戰(zhàn)水平、師生互動和教育經(jīng)驗的豐富程度;(2)學(xué)生的自我收獲評價較高,對學(xué)校的滿意度為中等水平,學(xué)習(xí)參與對學(xué)生自我收獲評價及學(xué)生對學(xué)校的滿意度有積極影響;(3)研究調(diào)查的兩所學(xué)校學(xué)生的學(xué)習(xí)參與沒有顯著差異;(4)個體因素如:性別、生源地、學(xué)科類別、年級等都會影響學(xué)生的學(xué)習(xí)參與水平。根據(jù)調(diào)查數(shù)據(jù)和分析結(jié)果,本研究從學(xué)校、教師、學(xué)生三個層面提出提高新疆綜合性大學(xué)教育質(zhì)量的對策建議。學(xué)校層面:關(guān)注學(xué)生發(fā)展,建立以學(xué)生為中心的質(zhì)量評價體系;推進課程體系改革,關(guān)注大學(xué)生課堂學(xué)習(xí);充分利用各種資源,提高學(xué)生學(xué)習(xí)的主動性;搭建交流平臺,促進師生互動;重視課外學(xué)習(xí)實踐,開展多元化的教育活動;關(guān)注學(xué)生特點,采取有差別的關(guān)心和幫助。教師層面:改變重結(jié)果輕過程的觀念,重視學(xué)生學(xué)習(xí)過程;重視教學(xué)設(shè)計,對學(xué)生嚴格要求;注重課堂互動,激發(fā)學(xué)生主動性;鼓勵學(xué)生參加各項活動,培養(yǎng)職業(yè)技能;關(guān)注學(xué)生差異,根據(jù)學(xué)生情況區(qū)別對待。學(xué)生層面:調(diào)整學(xué)習(xí)態(tài)度,重視學(xué)習(xí)過程;明確學(xué)習(xí)目標,加強自主學(xué)習(xí);主動交流互動,積極參加各項活動;從自身改變做起,彌補自己的不足。
[Abstract]:With the development of higher education, the public pay more and more attention to the quality of higher education. The quality of education not only affects the overall level of the university, but also has a far-reaching impact on the growth of students. It is an effective measure to ensure the quality of higher education to improve the level of education through evaluation. At present, most of the evaluation methods of education quality in Xinjiang colleges and universities are to evaluate the quality of education from the external resource elements. The main body of education, "students" learning experience, and students' learning experience is an important standard to reflect the quality of higher education. This paper evaluates the quality of higher education from the perspective of educational process and emphasizes the students' learning experience. Learning participation refers to the time and energy spent by students in participating in educational activities. As well as all the help that the school can provide for the students to study, the essence is the interaction between student behavior and the conditions of higher education. The study takes two comprehensive universities in Xinjiang as sophomore, junior and senior three grades. Three subjects of engineering students as the survey object, through questionnaire interviews and other methods, to understand their participation in university learning, learning gains and satisfaction with the school. This paper examines the influence of different factors on students' learning participation, reflects the problems and shortcomings of Xinjiang Comprehensive University, and analyzes the causes of the problems. And put forward the corresponding countermeasures. The research results are: 1) Xinjiang comprehensive university students' learning participation is generally in the middle level, in the five dimensions of learning participation. The scores from high to low are as follows: the degree of support of campus environment, active cooperative learning, academic challenges, teacher-student interaction and the richness of educational experience; 2) the evaluation of students' self-harvest is higher, the satisfaction of school is middle level, the participation of learning has a positive influence on the evaluation of students' self-harvest and the satisfaction of students to the school; 3) there was no significant difference in the students' learning participation between the two schools. (4) individual factors such as gender, place of origin, subject category, grade and so on will affect the students' learning participation level. According to the survey data and analysis results, this study is from the school, teachers. Three levels of students put forward countermeasures to improve the quality of education in Xinjiang comprehensive universities. School level: pay attention to the development of students, establish a student-centered quality evaluation system; To promote the reform of the curriculum system and pay attention to the classroom learning of college students; Make full use of all kinds of resources to improve students' initiative in learning; Build communication platform to promote teacher-student interaction; Attach importance to extracurricular learning practice and carry out diversified educational activities; Pay attention to the characteristics of students, take different care and help. Teacher level: change the concept of emphasizing results and less process, attach importance to the learning process of students; Pay attention to teaching design, strict requirements for students; Pay attention to classroom interaction and stimulate students' initiative; Encourage students to participate in activities and develop vocational skills; Pay attention to the differences of students and treat them differently according to the situation of students. Clear learning goals, strengthen autonomous learning; Take the initiative to communicate and interact with each other and take an active part in various activities; Start from oneself change, make up oneself insufficiency.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G642.4

【參考文獻】

相關(guān)期刊論文 前10條

1 羅燕;史靜寰;涂冬波;;清華大學(xué)本科教育學(xué)情調(diào)查報告2009——與美國頂尖研究型大學(xué)的比較[J];清華大學(xué)教育研究;2009年05期

2 王紓;;研究型大學(xué)學(xué)生學(xué)習(xí)性投入對學(xué)習(xí)收獲的影響機制研究——基于2009年“中國大學(xué)生學(xué)情調(diào)查”的數(shù)據(jù)分析[J];清華大學(xué)教育研究;2011年04期

3 史靜寰;文雯;;清華大學(xué)本科教育學(xué)情調(diào)查報告2010[J];清華大學(xué)教育研究;2012年01期

4 蔣華林;張瑋瑋;;生師互動:提高本科教育質(zhì)量的有效途徑[J];清華大學(xué)教育研究;2012年05期

5 湯倩;彭蘇浩;;大學(xué)生學(xué)習(xí)投入研究述評[J];宿州學(xué)院學(xué)報;2014年02期

6 徐萍;沈潔;;增進學(xué)習(xí)性投入與加強學(xué)風建設(shè)的研究和探索[J];實驗技術(shù)與管理;2014年08期

7 孔企平;“學(xué)生投入”的概念內(nèi)涵與結(jié)構(gòu)[J];外國教育資料;2000年02期

8 李德仁;綜合性大學(xué)與大學(xué)教育的綜合性[J];中國高教研究;2000年04期

9 張文毅;李漢邦;;NSSE對我國本科教學(xué)工作評估的啟示[J];中國高教研究;2009年10期

10 曾慶洋;李波;劉彬;;關(guān)注學(xué)習(xí)過程的高等教育質(zhì)量評價及啟示[J];文教資料;2012年24期

，

本文編號：1426504