本文關(guān)鍵詞：成渝兩地大學(xué)生對本科生導(dǎo)生制的期望和滿意度研究　出處：《西南大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

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【摘要】：高等教育對大學(xué)生的培養(yǎng)質(zhì)量關(guān)系到我國國民經(jīng)濟的發(fā)展和教育質(zhì)量的高低。本科生導(dǎo)生制是在我國高等教育大眾化的形勢下提出的一種以一位導(dǎo)師加幾位大學(xué)生的教育培養(yǎng)模式。我國實施本科生導(dǎo)生制的目的在于提高高校教育教學(xué)的質(zhì)量和管理效率,對大學(xué)生的成長成才提供有針對性的指導(dǎo)和幫助。大學(xué)生對本科生導(dǎo)生制有何期望,本科生導(dǎo)生制是否取得應(yīng)有的成效,大學(xué)生對本科生導(dǎo)生制是否滿意,這些問題國內(nèi)目前還沒有人專門研究過。為此,本研究對成渝兩地大學(xué)生對本科生導(dǎo)生制的期望和滿意度問題進行探討。 本研究通過調(diào)查法研究了成渝兩地大學(xué)生對本科生導(dǎo)生制的期望和滿意度的現(xiàn)狀和特點,分析了其中的影響因素及存在的問題,在此基礎(chǔ)上,提出解決問題的對策,對于進一步搞好本科生導(dǎo)生制,提高本科生導(dǎo)生制的質(zhì)量,促進大學(xué)生的健康發(fā)展,具有重要的意義。 1、自編的《大學(xué)生對本科生導(dǎo)生制的期望問卷》以及《大學(xué)生對本科生導(dǎo)生制的滿意度問卷》具有較好信度和效度,符合心理測量學(xué)要求,能作為研究的測量工具。大學(xué)生對本科生導(dǎo)生制的期望得分依次為：能力期望學(xué)習(xí)期望人際期望情感期望。大學(xué)生對本科生導(dǎo)生制的滿意度得分依次為：活動滿意度自我發(fā)展?jié)M意度教師滿意度。 2、不同性別的大學(xué)生對本科生導(dǎo)生制的期望和滿意度沒有顯著差異。是否獨生子女的大學(xué)生對本科生導(dǎo)生制的期望和滿意度有顯著差異,獨生子女大學(xué)生的情感期望和自我發(fā)展?jié)M意度均顯著高于非獨生子女大學(xué)生。 3、不同專業(yè)的大學(xué)生對本科生導(dǎo)生制的期望和滿意度沒有顯著差異。不同年級的大學(xué)生對本科生導(dǎo)生制的期望和滿意度有顯著差異。四年級大學(xué)生對本科生導(dǎo)生制的學(xué)習(xí)期望及期望總分顯著高于三年級大學(xué)生,一年級大學(xué)生對本科生導(dǎo)生制的情感期望顯著高于三年級大學(xué)生；四年級大學(xué)生對本科生導(dǎo)生制的自我發(fā)展?jié)M意度、教師滿意度、活動滿意度以及滿意度總分上顯著低于其他三個年級的大學(xué)生。 4、不同生源的大學(xué)生對本科生導(dǎo)生制的期望和滿意度有顯著差異,農(nóng)村大學(xué)生對本科生導(dǎo)生制的學(xué)習(xí)期望和教師滿意度顯著高于城市大學(xué)生。不同學(xué)校水平的大學(xué)生對本科生導(dǎo)生制的期望和滿意度有顯著差異,重點大學(xué)學(xué)生的學(xué)習(xí)期望和能力期望及期望總分顯著高于一般大學(xué)學(xué)生；一般大學(xué)學(xué)生對本科生導(dǎo)生制的滿意度顯著高于重點大學(xué)學(xué)生。 5、大學(xué)生對本科生導(dǎo)生制的期望和滿意度各維度之間存在顯著正相關(guān)。多元回歸分析發(fā)現(xiàn),大學(xué)生對本科生導(dǎo)生制學(xué)習(xí)期望和期望總分共解釋自我發(fā)展?jié)M意度的11.1%；大學(xué)生對本科生導(dǎo)生制的情緒期望和期望總分對教師滿意度的聯(lián)合解釋率為13.4%；大學(xué)生對本科生導(dǎo)生制的學(xué)習(xí)期望、能力期望和人際期望對活動滿意度的聯(lián)合解釋率為5%；大學(xué)生對本科生導(dǎo)生制的能力期望和人際期望對滿意度總體的聯(lián)合解釋率為10.2%。 6、根據(jù)本研究發(fā)現(xiàn)的問題,提出三條建議：加強學(xué)校的管理和相關(guān)制度的建立；提高本科生導(dǎo)師的積極性和責(zé)任心；根據(jù)大學(xué)生特點,提高本科生導(dǎo)生制的針對性和有效性。
[Abstract]:Higher education is the cultivation of students' quality is related to quality education and development of our national economy. The level of undergraduate tutor system is put forward in the popularization of higher education in China under the situation of a teacher with a few students. Undergraduate education training mode of Monitorial System aims to improve the quality of education in colleges and universities the implementation of teaching and management efficiency of our country, provide targeted guidance and help to the students. The college students for what to expect of undergraduate, undergraduate tutorial system is achieved due to the effectiveness of College Students' satisfaction of undergraduate tutorial system, these problems at present there is no special study for people. In this study, Chengdu and Chongqing University Students on undergraduate students by expectation and satisfaction problems were discussed.
Based on the investigation of Chengdu and Chongqing university students to guide undergraduate status and characteristics of expectation and satisfaction of the system, analyzes some influencing factors and problems, on this basis, put forward the countermeasures to solve the problems, to further improve the undergraduate tutorial system, improve the quality of undergraduate students guide system, promote the healthy development of college students, has an important significance.
1, the students of the undergraduate tutorial system in < > and < student expectations questionnaire has good reliability and validity of the questionnaire of undergraduate tutor system ", meet the requirements of psychometrics, measurement as a tool to study. Students of undergraduate tutor system expectation score according to the times: the ability of learning expectation Interpersonal Expectation expect emotional expectations. Students of undergraduate student guide satisfaction scores system is as follows: the self development of teachers' satisfaction satisfaction satisfaction activities.
2, to guide undergraduate students of different genders had no significant differences between the system of expectation and satisfaction. Whether the only child college students for expectation and satisfaction have significant difference on undergraduates, students of one-child emotional expectations and self development satisfaction were significantly higher than that of non only child college students.
3, different professional college students to guide undergraduates there was no significant difference between the expectation and satisfaction for students. Students of different grades of students for the expectation and satisfaction have significant differences on the fourth grade students. Undergraduate guide for undergraduate students by learning expectation and the total expectation for students is significantly higher than the third grade students, the first grade students of undergraduate tutorial system the emotional expectations were significantly higher than the third grade students; the fourth grade students of undergraduate tutor system satisfaction, self development of teachers' satisfaction, activity satisfaction and satisfaction score was significantly lower than the other three grade students.
4, different students system of expectation and satisfaction are significant to guide rural students to undergraduate, undergraduate tutor system learning expectation and teachers' satisfaction was significantly higher than that of city college students. Different school level students' expectation and satisfaction degree of the system are significant to guide undergraduate, learning expectation and expectation ability and expectation the focus of university students was significantly higher than that of normal university students; general university students tutor system for Undergraduates' satisfaction was significantly higher than that of key university students.
5, college students to guide undergraduate students there is a significant positive correlation between the expectation and satisfaction of various dimensions. Multiple regression analysis found that college students of undergraduate tutor system learning expectation, the total scores of self explanation development satisfaction 11.1%; college students to guide undergraduate emotional expectation, score system combined interpretation of teachers' satisfaction rate 13.4%; College of tutor system for undergraduate learning expectation, ability expectation and Interpersonal Expectation combined interpretation of the activity satisfaction rate was 5%; College of tutor system for undergraduates and expectations of the ability to explain Interpersonal Expectation combined overall satisfaction rate was 10.2%.
6, according to the problems found in this study, we put forward three proposals: strengthening school management and related system establishment, improving the enthusiasm and sense of responsibility of undergraduate tutors, and improving the pertinence and effectiveness of undergraduate guidance system according to the characteristics of undergraduates.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：B844.2

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