我国大学生学情状态与影响机制的实证分析

采用整群分层抽样的方法,使用自编量表对全国23个省、直辖市和自治区52所高校的92122名大学生进行学习观、课堂体验、学习方式和学习收获的调查。结果显示:我国大学生的学习观、课堂体验、学习方式和学习收获偏正面,但还存在着许多需要进一步改善的地方。大学生的学习观和课堂体验既直接影响学习收获,也通过学习方式间接影响到学习收获。学习观、课堂体验和学习方式对学习收获的影响在不同类型高校中存在差异。根据大学生学习情况调查与指标结构分析的结果,提出如下对策与建议:转变大学生学习观和学习方式,强化大学生的多维学习体验;进一步提升教师的教学能力,促进大学生多维途径的互动;深化高等学校课程教学改革,全面提高大学生的学习成效;实行分类管理,形成高校各自的办学理念和风格;建立全国高等学校分类教学质量评估系统,持续实施国家大学生分类教学质量监测。

An Empirical Study on College Students’ Learning Situation and Influence Mechanism in China

By applying the stratified cluster sampling method and the self-designed questionnaires,the study has investigated 92 122 college students on their learning view,perceptions of teaching environment,approaches to learning,and learning gains from 52 universities and colleges in 23 provinces,direct-administered cities and autonomous regions in China.The result has shown that,although students’ learning view,perceptions of teaching environment,approaches to learning,and learning gains are positive,still need to be improved.Students’ learning view and perceptions of teaching environment have directly influenced their learning gains,and the indirect approaches to learning have also influenced learning gains.The influence of learning view,perceptions of teaching environment,and approaches to learning on learning gains was different among different types of colleges.Based on the results of the investigation of the learning situation and the analysis of index structure,it is suggested that we should change students’ learning view and approaches to learning,and strengthen the multidimensional learning experience of the students ;promote teachers’ teaching ability and boost the multidimensional interaction of the students ;deepen curriculum teaching reform in higher education and comprehensively improve the learning effects of the students ;carry out classified management and develop the respective running style of universities ;establish national quality evaluation system of universities and consistently monitor the quality of national students’ classified teaching.