本文選題：大學(xué)生 + 角色意識(shí)��； 參考：《中國(guó)計(jì)量學(xué)院》2012年碩士論文

【摘要】：在高等教育大眾化的今天，大學(xué)生的成長(zhǎng)和質(zhì)量問(wèn)題越來(lái)越受到社會(huì)各界的廣泛關(guān)注。伴隨著近些年高校不斷擴(kuò)招，在中學(xué)學(xué)習(xí)成績(jī)中等甚至中等偏下的學(xué)生都能夠進(jìn)入大學(xué)學(xué)習(xí)。與精英教育階段不同的是，現(xiàn)在的大學(xué)生很難做到自主學(xué)習(xí)，他們習(xí)慣于沿用中學(xué)的學(xué)習(xí)模式和思維模式，對(duì)大學(xué)的理解不到位，無(wú)法盡快進(jìn)入大學(xué)生角色，往往陷入“身在大學(xué)，心理上還是中學(xué)生”的誤區(qū)。缺乏大學(xué)生角色意識(shí)，必然導(dǎo)致一連串的不適應(yīng)、不習(xí)慣，長(zhǎng)此以往甚至?xí)a(chǎn)生各種心理疾病。 大學(xué)階段是真正的心理斷乳期，也是個(gè)人成長(zhǎng)發(fā)展的關(guān)鍵時(shí)期。只有建立“大學(xué)生”的角色意識(shí)，才能形成符合大學(xué)學(xué)習(xí)生活需要的行為方式和思維方法，進(jìn)而有效地接受大學(xué)教育。雖然大學(xué)生角色意識(shí)問(wèn)題日益突出，但現(xiàn)有資料中相關(guān)研究較少，僅有的論述往往集中于教師角色意識(shí)的研究，不足以支撐現(xiàn)實(shí)問(wèn)題的解決。本研究在已有相關(guān)研究結(jié)果的基礎(chǔ)上，對(duì)角色意識(shí)理論進(jìn)行梳理和分析，參考了美國(guó)發(fā)展心理學(xué)家紐科姆關(guān)于角色意識(shí)形成的理論，主要選擇了我國(guó)社會(huì)學(xué)專家奚從清教授的角色意識(shí)形成的相關(guān)理論為依據(jù)，通過(guò)編制問(wèn)卷、抽取樣本進(jìn)行個(gè)別訪談和問(wèn)卷調(diào)查，并采用描述統(tǒng)計(jì)、差異性分析等方法，深入了解大學(xué)生角色意識(shí)形成的現(xiàn)狀，分析大學(xué)生角色意識(shí)方面的差異性，并簡(jiǎn)要分析影響大學(xué)生角色意識(shí)形成的原因，最后提出對(duì)策建議。 調(diào)查分析表明，大學(xué)生的角色意識(shí)不夠明晰，多數(shù)學(xué)生并未真正認(rèn)同自己的大學(xué)生身份。具體表現(xiàn)在對(duì)“大學(xué)”和“大學(xué)生”的理解不到位，相當(dāng)一部分學(xué)生甚至不明白大學(xué)教育和中學(xué)教育是有區(qū)別的，仍然固守中學(xué)生的思維方式和學(xué)習(xí)方法，很難適應(yīng)大學(xué)的學(xué)習(xí)生活。除學(xué)生自身的原因外，，學(xué)校管理和引導(dǎo)等方面的一些問(wèn)題也影響著大學(xué)生角色意識(shí)的形成。 基于上述調(diào)查，本研究從學(xué)校和學(xué)生自身方面出發(fā)，提出增強(qiáng)大學(xué)生角色意識(shí)的建議：一、學(xué)校方面：（1）強(qiáng)化新生入學(xué)教育的實(shí)效性，引導(dǎo)新生了解大學(xué)、認(rèn)識(shí)大學(xué)、清楚大學(xué)與中學(xué)的不同之處；（2）完善課程設(shè)置，規(guī)范課程教學(xué)，幫助大學(xué)生掌握大學(xué)的學(xué)習(xí)方法，進(jìn)而逐步學(xué)會(huì)學(xué)習(xí)，二、學(xué)生自身方面：（1）用積極的心態(tài)去認(rèn)識(shí)并接受新環(huán)境帶來(lái)的種種挑戰(zhàn)，認(rèn)清諸多不適源自于中學(xué)生的思維定勢(shì)，并努力縮短與新角色的距離（2）加強(qiáng)自我了解，確立發(fā)展目標(biāo)，主動(dòng)尋找差距，注重學(xué)業(yè)規(guī)劃的制訂與執(zhí)行（3）注意調(diào)整心態(tài)，積極參與教學(xué)過(guò)程，以培養(yǎng)自主學(xué)習(xí)能力。
[Abstract]:With the popularization of higher education, the growth and quality of college students are paid more and more attention. With the increasing enrollment of colleges and universities in recent years, students with middle or lower grades in middle school can enter the university. What is different from the elite education stage is that it is very difficult for college students to learn independently. They are used to using the learning and thinking models of middle schools, and they do not have a good understanding of the universities and cannot enter into the role of college students as soon as possible. Often fall into "in the university, psychologically or middle school students" misunderstanding. The lack of role consciousness of college students will inevitably lead to a series of unfit, unaccustomed, and even psychological diseases in the long run. The college stage is the true period of psychological weaning and the key period of personal development. Only by establishing the role consciousness of "college students", can we form the behavior and thinking methods that meet the needs of college study and life, and then effectively accept the university education. Although the problem of college students' role consciousness is becoming more and more prominent, there are few related studies in the existing materials, and the only discussion is often focused on the study of teachers' role consciousness, which is not enough to support the solution of practical problems. On the basis of the existing research results, this study combs and analyzes the theory of role consciousness, referring to the theory of the formation of role consciousness made by American development psychologist Newcombe. Based on the theory of the formation of role consciousness of Professor Xi Congqing, a sociological expert in China, the author draws up questionnaires, takes samples for individual interviews and questionnaires, and adopts the methods of descriptive statistics, difference analysis, etc. This paper makes a deep understanding of the status quo of the formation of college students' role consciousness, analyzes the differences in the aspect of college students' role consciousness, and briefly analyzes the reasons that affect the formation of college students' role consciousness, and finally puts forward some countermeasures and suggestions. The investigation and analysis show that the role consciousness of college students is not clear enough and most students do not really identify with their identity as college students. The concrete manifestation is that the understanding of "university" and "university student" is not in place. Quite a number of students do not even understand that there is a difference between college education and middle school education, and they still stick to the way of thinking and learning methods of middle school students. It's hard to adapt to college life. Besides the reasons of students themselves, some problems in school management and guidance also affect the formation of college students' role consciousness. Based on the above investigation, this study puts forward some suggestions to enhance the students' role consciousness from the aspects of the school and the students themselves: first, the school should strengthen the effectiveness of the freshman's entrance education, and guide the freshmen to understand the university and know the university. Make clear the differences between the university and the middle school (2) perfect the curriculum, standardize the course teaching, help the college students master the learning methods of the university, and then gradually learn to learn. Students on their own side: 1) to recognize and accept the challenges posed by the new environment with a positive attitude, to recognize that many discomfort stems from the mental stereotype of middle school students, and to strive to shorten the distance from the new role) to strengthen self-understanding and establish development goals. To actively find the gap, pay attention to the formulation and implementation of academic planning pay attention to the adjustment of mentality, actively participate in the teaching process, in order to cultivate the ability of autonomous learning.
【學(xué)位授予單位】：中國(guó)計(jì)量學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G641

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