本文關(guān)鍵詞： 三助 研究生學(xué)習(xí) 影響　出處：《華東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：我國(guó)研究生教育從2014年實(shí)施全面收費(fèi),同時(shí)加大對(duì)"三助"崗位津貼的資助力度,"三助"成為了研究生教育投入機(jī)制改革的一項(xiàng)重要配套措施。"三助"對(duì)研究生學(xué)習(xí)產(chǎn)生怎樣的影響成為一個(gè)值得深入探究的問題。本研究主要采用問卷調(diào)查法,輔以訪談,探究了"三助"對(duì)碩士生學(xué)習(xí)的影響,并得出如下結(jié)論:"三助"對(duì)碩士生的學(xué)習(xí)存在影響。7種不同的崗位經(jīng)歷中,助研+助教+助管和助管經(jīng)歷減弱了碩士生的學(xué)習(xí)動(dòng)機(jī),而其他崗位經(jīng)歷對(duì)學(xué)習(xí)動(dòng)機(jī)有正面激發(fā)作用。不同類型"三助"崗位經(jīng)歷都未對(duì)碩士生課堂專業(yè)課程學(xué)習(xí)投入造成負(fù)面影響,除了助教,其他崗位經(jīng)歷對(duì)碩士生課外專業(yè)課程相關(guān)學(xué)習(xí)投入、自主專業(yè)學(xué)習(xí)投入造成了不同程度的負(fù)面影響。助研、助研+助教、助研+助管經(jīng)歷對(duì)碩士生科研投入有正面影響,助研、助教、助研+助教、助研+助管、助教+助管經(jīng)歷對(duì)碩士生學(xué)術(shù)交流活動(dòng)投入具有正面影響。助研對(duì)碩士生畢業(yè)論文、加深專業(yè)知識(shí)的理解與掌握、提高專業(yè)領(lǐng)域科研能力的正面影響最大,助研+助教對(duì)碩士生提高專業(yè)領(lǐng)域的技術(shù)技能和運(yùn)用專業(yè)知識(shí)解決實(shí)際問題能力的正面影響最大。有助研+助教工作經(jīng)歷的碩士生按時(shí)完成學(xué)業(yè)的信心最強(qiáng),學(xué)業(yè)成績(jī)自評(píng)、高質(zhì)量期刊發(fā)表篇數(shù)、獎(jiǎng)優(yōu)型獎(jiǎng)學(xué)金獲得次數(shù)也顯著優(yōu)于有其他"三助"崗位經(jīng)歷的碩士生。不同類型"三助"崗位經(jīng)歷碩士生的讀博意愿差異不顯著。本研究還發(fā)現(xiàn),"三助"對(duì)碩士生的學(xué)習(xí)影響在學(xué)位類型、學(xué)科背景、工作天數(shù)等因素上有顯著差異。此外,"三助"對(duì)碩士生的學(xué)習(xí)影響與其工作量、工作難度等因素顯著相關(guān)。其次,本研究發(fā)現(xiàn)目前"三助"工作存在如下問題:部分碩士生難以兼顧"三助"工作與學(xué)習(xí)本業(yè),少數(shù)碩士生被迫參崗不利于打好專業(yè)基礎(chǔ),"三助"津貼水平整體較低,對(duì)碩士生經(jīng)濟(jì)改善幫助作用較小,助研對(duì)碩士生科研興趣激發(fā)不足,老板員工型助研關(guān)系不利于激發(fā)碩士生的學(xué)習(xí)動(dòng)機(jī),助管工作與碩士生專業(yè)結(jié)合不夠,助管工作量差異較大,工作安排靈活度較低等。針對(duì)上述問題,本文提出如下建議:研究生要結(jié)合自身實(shí)際與導(dǎo)師意見綜合考慮是否參崗,選擇崗位要注重專業(yè)相關(guān),參崗期間要平衡崗位工作與專業(yè)學(xué)習(xí),注重參崗深度等;崗位指導(dǎo)老師要結(jié)合崗位特征合理選拔學(xué)生,豐富崗位工作內(nèi)容,把握量與難度,樹立育人意識(shí),加強(qiáng)對(duì)參崗學(xué)生的指導(dǎo)等;學(xué)校方面應(yīng)加強(qiáng)設(shè)崗與選拔過程的監(jiān)管、強(qiáng)調(diào)專業(yè)相關(guān),以學(xué)生學(xué)業(yè)為本,靈活安排工作時(shí)間,擴(kuò)大資金來源渠道,提高"三助"津貼標(biāo)準(zhǔn),建立師生互評(píng)制度等。
[Abstract]:Since 2014, China's graduate education has been fully charged, while increasing the subsidy of "three aid" post allowance. "three aids" has become an important supporting measure for the reform of postgraduate education investment mechanism. What kind of impact on graduate students' learning has become a question worthy of further exploration. This study mainly adopts the method of questionnaire. With the help of interviews, this paper probes into the influence of "three aids" on master students' learning, and draws the following conclusions: "three aids" has influence on master students' learning in 7 different kinds of post experience. The experience of assistant research assistant and assistant management weakens the learning motivation of master students. The other post experience has a positive effect on the learning motivation. Different types of "three assistance" post experience have no negative impact on the master students' professional curriculum investment, except the teaching assistant. Other post experience to master students extracurricular professional courses related learning investment, independent professional learning investment has caused varying degrees of negative impact. Assistantship, assistant research assistantship. Research assistant management experience has a positive impact on the research investment of master students, assistant research, assistant research assistant, assistant research assistant, assistant research assistant management. Teaching assistant management experience has a positive impact on master degree students' academic exchange activities. Assistant research has the greatest positive impact on graduate thesis of master students, deepening the understanding and mastery of professional knowledge, and improving the scientific research ability in professional field. Assistant research assistants have the greatest positive impact on the ability of master students to improve their technical skills in professional fields and use their professional knowledge to solve practical problems. Those who have worked as assistant research assistants have the strongest confidence in completing their studies on time. Self-assessment of academic achievement and number of articles published in high-quality journals. The number of scholarships awarded is also significantly better than that of master students with other "three aid" post experience. There is no significant difference between different types of "three aid" post experience master students' willingness to read Ph.D. this study also found. There are significant differences in the factors of degree type, subject background, working days and so on. In addition, the influence of "three aids" on the study of master students is different from their workload. Second, this study found that there are the following problems in the "three aid" work: some master students can not take into account the "three aid" work and the study of the industry. A small number of master students are forced to join the post is not conducive to lay a good professional foundation, the "three aid" subsidies are lower overall, the role of economic improvement to master students is small, and the interest of research assistance to master students is not stimulated enough. The relationship between boss and employee is not conducive to stimulating the motivation of master students, the combination of management aid and master students is not enough, the difference of workload and the flexibility of work arrangement are relatively low, etc. In view of the above problems. This paper puts forward the following suggestions: the graduate students should consider whether to join the post or not in the light of their own reality and the opinions of their mentors, pay attention to the professional correlation in the selection of posts, balance the post work and professional study, and pay attention to the depth of reference posts during the period of participation; The post guidance teacher should reasonably select students according to the characteristics of the post, enrich the content of the post work, grasp the quantity and difficulty, establish the consciousness of educating people, and strengthen the guidance to the students in the post. The school should strengthen the supervision of the selection process, emphasize the specialty, be student-oriented, arrange the working hours flexibly, expand the sources of funds, and improve the "three aid" allowance standard. To establish the system of mutual evaluation between teachers and students.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G643

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