本文關(guān)鍵詞： 學(xué)業(yè)參與 學(xué)習(xí)收獲 影響機(jī)制　出處：《北京工業(yè)大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：中國(guó)在經(jīng)歷了高等教育連續(xù)且急速的數(shù)十余年的規(guī)模擴(kuò)張之后,高等教育雖然進(jìn)入了大眾化階段。但是與之相伴而生的是急速擴(kuò)張所帶來(lái)的若干高等教育質(zhì)量問(wèn)題,質(zhì)量的提高成為了高等教育發(fā)展的當(dāng)務(wù)之急。傳統(tǒng)觀念上對(duì)于教育資源外在條件的改善并不能夠最大力度的提高高等教育質(zhì)量,以往的研究多從學(xué)校如何做的角度展開(kāi)研究,忽略了學(xué)生才是決定高等教育質(zhì)量的主體因素。事實(shí)上,學(xué)生在學(xué)業(yè)有關(guān)活動(dòng)和發(fā)展渠道上常常會(huì)處于一種“茫然”的狀態(tài)。透過(guò)這種表象可以發(fā)現(xiàn)這一看似具有高度同質(zhì)性的群體在與其質(zhì)量密切相關(guān)的學(xué)業(yè)參與行為上呈現(xiàn)出的是多樣化的特質(zhì)。因此有必要對(duì)大學(xué)生學(xué)業(yè)參與行為展開(kāi)研究。本研究以學(xué)生為中心,切實(shí)從學(xué)生發(fā)展角度出發(fā),旨在探索大學(xué)生學(xué)業(yè)參與對(duì)學(xué)習(xí)收獲的影響途徑。通過(guò)梳理國(guó)內(nèi)外文獻(xiàn),明確學(xué)業(yè)參與及學(xué)習(xí)收獲的概念,在理論指導(dǎo)下厘清研究思路,并在學(xué)生參與理論相關(guān)模型指導(dǎo)下展開(kāi)實(shí)證研究。研究采用學(xué)生自我報(bào)告的數(shù)據(jù),通過(guò)因素分析將學(xué)生學(xué)業(yè)參與行為劃分為四種方式,為后期探索不同方式的學(xué)業(yè)參與對(duì)于學(xué)習(xí)收獲的影響作用奠定基礎(chǔ)。以學(xué)業(yè)參與行為方式為基礎(chǔ),結(jié)合相關(guān)理論,通過(guò)聚類(lèi)分析將樣本所代表的學(xué)生參與行為特征歸納為自主性參與型、過(guò)程性參與型及規(guī)則性參與型,采用SPSS20.0的描述性分析對(duì)不同學(xué)生類(lèi)型在學(xué)業(yè)參與上表現(xiàn)特征進(jìn)行描述和分析;運(yùn)用結(jié)構(gòu)方程模型構(gòu)建學(xué)業(yè)參與行為對(duì)學(xué)習(xí)收獲的影響機(jī)制模型,探索不同學(xué)業(yè)參與方式對(duì)學(xué)習(xí)收獲的影響路徑。研究發(fā)現(xiàn):(1)按照課內(nèi)與課外,課程與拓展學(xué)習(xí)等維度,學(xué)業(yè)參與方式可分為:課上學(xué)習(xí)參與行為、課外學(xué)術(shù)互動(dòng)參與、課程相關(guān)學(xué)業(yè)參與、課外拓展性學(xué)業(yè)參與(個(gè)人興趣)。(2)以學(xué)業(yè)參與方式為基礎(chǔ)將學(xué)生進(jìn)行聚類(lèi)分析,可分為:規(guī)則性參與型、自主性參與型及過(guò)程性參與型。(3)通過(guò)結(jié)構(gòu)方程模型運(yùn)行結(jié)果可知,學(xué)業(yè)參與對(duì)于學(xué)習(xí)收獲具有正向的影響作用。無(wú)論是主動(dòng)還是被動(dòng)的學(xué)業(yè)參與,對(duì)學(xué)習(xí)收獲均能產(chǎn)生正向影響。研究表明,不同學(xué)生在不同方式的學(xué)業(yè)參與上具有較大差異性。而且,學(xué)習(xí)收獲本身的不同維度對(duì)于學(xué)習(xí)收獲的整體也具有正向的影響作用。最后,根據(jù)學(xué)業(yè)參與行為對(duì)學(xué)習(xí)收獲的影響機(jī)制特點(diǎn),促進(jìn)學(xué)生學(xué)習(xí)收獲“增值”,提出以課上學(xué)習(xí)為主導(dǎo),拓展多種學(xué)生學(xué)業(yè)參與渠道;倡導(dǎo)學(xué)術(shù)良性互動(dòng),建設(shè)學(xué)習(xí)型院校氛圍;合理設(shè)置課業(yè)任務(wù),重視學(xué)習(xí)收獲各維度之間的影響作用;重視學(xué)生類(lèi)型差異,引導(dǎo)產(chǎn)生積極性學(xué)業(yè)參與行為等對(duì)策建議。
[Abstract]:After decades of continuous and rapid expansion of higher education in China, higher education has entered the stage of popularization. The improvement of quality has become an urgent task for the development of higher education. The improvement of external conditions of educational resources in traditional concepts can not improve the quality of higher education as much as possible. Ignoring students is the main factor that determines the quality of higher education. In fact, Students are often in a state of "blankness" in academic activities and development channels. Through this appearance, it can be found that this seemingly homogenous group is involved in academic activities closely related to their quality. Therefore, it is necessary to study the academic participation behavior of college students. From the point of view of student development, the purpose of this paper is to explore the influence of college students' academic participation on learning harvest. Through combing the literature at home and abroad, the concepts of academic participation and learning harvest are clarified, and the research ideas are clarified under the guidance of theory. Under the guidance of the relevant model of student participation theory, the research adopts the data of students' self-report, and divides students' academic participation behavior into four ways by factor analysis. It lays a foundation for exploring the influence of different ways of academic participation on learning harvest in the later period. Based on the behavior of academic participation, combining with relevant theories, Through cluster analysis, the characteristics of student participation behavior represented by the sample are classified as autonomous participation type, process participation type and regular participation type. The descriptive analysis of SPSS20.0 is used to describe and analyze the performance characteristics of different student types in academic participation, and the structural equation model is used to construct the mechanism model of the influence of academic participation behavior on learning harvest. The study found that according to the dimensions of in-class and extra-curricular, curriculum and extended learning, the way of academic participation can be divided into: learning participation behavior, extracurricular academic interaction participation, etc. Curriculum related academic participation, extracurricular extended academic participation (personal interest) based on the academic participation of students for clustering analysis, can be divided into: regular participation, The results of the structural equation model show that academic participation has a positive effect on learning harvest, whether active or passive. The study shows that different students have different academic participation in different ways. The different dimensions of learning harvest have a positive effect on the whole learning harvest. Finally, according to the characteristics of the influence mechanism of learning participation behavior on learning harvest, To promote students' learning to gain "value-added", to take class study as the leading factor, to expand the channels of students' academic participation, to advocate good academic interaction, to build the atmosphere of learning colleges and universities, to set up the task of study reasonably, We should pay more attention to the influence of the different dimensions of learning harvest, pay attention to the difference of students' types, and guide the positive academic participation behavior.
【學(xué)位授予單位】：北京工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G642
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本文編號(hào)：1503601