本文關(guān)鍵詞：當(dāng)前高校研究生課外專業(yè)學(xué)習(xí)調(diào)研　出處：《西南大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

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【摘要】： 研究生教育是本科后以研究為主要特征,以培養(yǎng)追求真理精神和掌握追求真理方法的高層次專業(yè)教育。按照規(guī)定課程學(xué)習(xí)時(shí)間僅占整個(gè)研究生階段三分之一,剩下的三分之二均可自由支配。目的在于充分發(fā)揮研究生自身學(xué)習(xí)的主動(dòng)性和自覺(jué)性,可以充分利用課外時(shí)間把課堂上學(xué)習(xí)到的專業(yè)知識(shí)理解、消化、應(yīng)用和鉆研。只有將課外專業(yè)學(xué)習(xí)和課堂學(xué)習(xí)相結(jié)合,專業(yè)知識(shí)才能內(nèi)化為研究生自身的知識(shí)和能力,才能成為優(yōu)秀的專業(yè)人才。因此,研究生課外專業(yè)學(xué)習(xí)是構(gòu)成研究生學(xué)習(xí)的重要部分,對(duì)研究生培養(yǎng)質(zhì)量起著至關(guān)重要的作用。而目前研究生課外專業(yè)學(xué)習(xí)嚴(yán)重不足,情況不容樂(lè)觀。 關(guān)于研究生課外專業(yè)學(xué)習(xí)的已有研究,零散性研究偏多,缺乏對(duì)碩士研究生的系統(tǒng)研究。本研究以碩士研究生課外專業(yè)學(xué)習(xí)作為研究對(duì)象,綜合運(yùn)用文獻(xiàn)分析法、問(wèn)卷調(diào)查法,分別對(duì)東、中、西部五所高校的碩士研究生進(jìn)行課外專業(yè)學(xué)習(xí)調(diào)查,以期了解研究生課外專業(yè)學(xué)習(xí)的動(dòng)機(jī)、學(xué)習(xí)態(tài)度、學(xué)習(xí)行為、學(xué)習(xí)體驗(yàn)。經(jīng)調(diào)查數(shù)據(jù)分析,得到如下結(jié)果： 第一,研究生對(duì)專業(yè)學(xué)習(xí)興趣度很高,但課外專業(yè)學(xué)習(xí)動(dòng)機(jī)功利化。有62.5%的研究生課外專業(yè)學(xué)習(xí)以提升個(gè)人素質(zhì)增加就業(yè)競(jìng)爭(zhēng)力為主要目的。 第二,研究生重視課外專業(yè)學(xué)習(xí),但學(xué)習(xí)的主動(dòng)性不高。50.7%的研究生認(rèn)識(shí)到課外專業(yè)學(xué)習(xí)的重要性,但有31.7%的研究生為完成作業(yè)或任務(wù)而被動(dòng)地學(xué)習(xí)。 第三,研究生專業(yè)學(xué)習(xí)意識(shí)和行為不一致,40.3%的研究生對(duì)計(jì)劃的執(zhí)行力不強(qiáng),課外專業(yè)學(xué)習(xí)時(shí)間不夠,娛樂(lè)活動(dòng)占27.7%。 第四,研究生課外活動(dòng)在年級(jí)、專業(yè)上存在顯著差異。一年級(jí)的課外專業(yè)學(xué)習(xí)顯著高于二年級(jí),p值為0.003(p0.05)；二年級(jí)的課外專業(yè)學(xué)習(xí)顯著低于三年級(jí),p值為0.003(p0.05)；一年級(jí)的社會(huì)實(shí)踐活動(dòng)顯著低于三年級(jí),p值為0.01(pO.05)。藝術(shù)體育專業(yè)比文理科更傾向于“娛樂(lè)活動(dòng)”。藝術(shù)體育專業(yè)與文科的p值為0.007(pO.05)；藝術(shù)體育與理工科的p值為0.036(pO.05)。 第五,理工科與文藝體研究生課外專業(yè)學(xué)習(xí)場(chǎng)所不同。59.1%理工科研究生主要以“實(shí)驗(yàn)室或工作室”為課外專業(yè)學(xué)習(xí)的主要場(chǎng)所,而34.1%文藝體研究生主要以“寢室”為主。 第六,看書閱讀資料、聽(tīng)講座參加學(xué)術(shù)會(huì)議和做課外專業(yè)作業(yè)為課外專業(yè)學(xué)習(xí)的主要形式；27.7%的研究生學(xué)習(xí)方式有很大的轉(zhuǎn)變,但85.5%不注重協(xié)作學(xué)習(xí)。 第七,研究生對(duì)課外專業(yè)學(xué)習(xí)滿意度不高,滿意的僅占25.1%；40.8%在遇到困難時(shí)不善于向老師和同學(xué)尋找?guī)椭?第八,自身素質(zhì)、課程教學(xué)、學(xué)習(xí)資源、學(xué)習(xí)氛圍和導(dǎo)師指導(dǎo)是影響研究生課外專業(yè)學(xué)習(xí)不理想的主要原因。 基于以上調(diào)查結(jié)果分析,再結(jié)合研究情況和個(gè)人思考提出改善碩士研究生課外專業(yè)學(xué)習(xí)現(xiàn)狀的對(duì)策：一是提高研究生自身的素質(zhì)：包括樹(shù)立正確的學(xué)習(xí)價(jià)值觀,端正專業(yè)學(xué)習(xí)態(tài)度激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī),樹(shù)立自主學(xué)習(xí)的觀念；二是重視導(dǎo)師隊(duì)伍的建設(shè)：包括建立兼職導(dǎo)師隊(duì)伍和指導(dǎo)小組,加強(qiáng)師德建設(shè)和監(jiān)控機(jī)制的建設(shè),提高導(dǎo)師指導(dǎo)水平；二是完善學(xué)校建設(shè)：包括提高課堂教學(xué)質(zhì)量,增加課外作業(yè)量,加強(qiáng)學(xué)校學(xué)習(xí)資源建設(shè),營(yíng)造濃厚的學(xué)術(shù)氛圍。 本研究突破了以往研究中以研究生整個(gè)學(xué)習(xí)范圍為研究對(duì)象的局限,直接將研究焦點(diǎn)集中在課外專業(yè)學(xué)習(xí)這一具體范圍,增加對(duì)課外專業(yè)學(xué)習(xí)形式、地點(diǎn)的關(guān)注,運(yùn)用自編問(wèn)卷,全面了解研究生課外專業(yè)學(xué)習(xí)的現(xiàn)狀,針對(duì)問(wèn)題提出相應(yīng)的對(duì)策建議。本研究促進(jìn)了高校管理者對(duì)研究生課外專業(yè)學(xué)習(xí)的指導(dǎo)和監(jiān)督,改善導(dǎo)師指導(dǎo)策略,豐富和完善了研究生學(xué)習(xí)和教學(xué)理論的研究。
[Abstract]:The postgraduate education of undergraduate to study as the main feature, in order to cultivate the spirit of the pursuit of truth and mastery of high level professional education in the pursuit of truth method. In accordance with the provisions of course of study time is only accounted for the entire graduate stage 1/3, the remaining 2/3 are discretionary. In order to give full play to their initiative and self-consciousness of graduate study. Can make full use of spare time to learn professional knowledge of classroom understanding, digestion, application and study. Only the extra-curricular professional learning and classroom learning combined professional knowledge can be internalized into a graduate student's own knowledge and ability, can become excellent professional talents. Therefore, the graduate school professional learning is an important research part of life study on composition of postgraduate training plays a vital role in quality. While the current graduate school professional learning is seriously insufficient, the situation is not optimistic.
On the existing research professional graduate student extracurricular, more scattered, lack of systematic research in graduate students. In this study, Graduate School professional learning as the research object, the integrated use of literature analysis, questionnaire survey method, respectively, to the East, master of five university students in the west study of the professional courses, in order to understand the students' extracurricular research professional learning motivation, learning attitude, learning behavior, learning experience. After data analysis, the results are as follows:
First, postgraduates are very interested in professional learning, but utilitarian for extracurricular professional learning motivation. 62.5% of post-graduate extracurricular professional learning is aimed at improving personal quality and increasing employability.
Second, postgraduates pay much attention to extracurricular professional learning, but their learning initiative is not high..50.7%'s postgraduates recognize the importance of extracurricular professional learning, but 31.7% of graduate students passively learn to finish assignments or tasks.
Third, Graduate Students' professional learning consciousness and behavior are not consistent, 40.3% of graduate students are not strong in planning execution, and there is not enough time for extracurricular professional learning, and entertainment accounts for 27.7%..
Fourth, graduate students in extracurricular activities in the grade, there are significant differences in professional. The first grade school professional learning was significantly higher than that of the second grade, P value was 0.003 (P0.05); the second grade school professional learning was significantly lower than that of the third grade, the value of P was 0.003 (P0.05); the first grade social activity was significantly lower than that of the third grade. The value of P was 0.01 (pO.05). Arts and sports majors than science more inclined to entertainments. Arts and sports majors of liberal arts and the value of P was 0.007 (pO.05); the art of sports and Science of the value of P was 0.036 (pO.05).
Fifth, science and engineering and literature and art postgraduates are different from their extracurricular professional learning places..59.1% science and engineering graduate students mainly use laboratory or studio as extracurricular professional learning places, while 34.1% literary and art postgraduates are mainly "bedroom".
Sixth, reading and reading materials, attending lectures, attending academic conferences and doing extra curricular professional assignments are the main forms of extracurricular professional learning. 27.7% of Postgraduates' learning styles have changed greatly, but 85.5% do not pay much attention to collaborative learning.
Seventh, the graduate students' satisfaction with extracurricular professional learning is not high, and the satisfaction is only 25.1%. 40.8% is not good at finding help to teachers and students when they are in difficulty.
Eighth, self quality, course teaching, learning resources, learning atmosphere and tutor guidance are the main reasons that affect Postgraduates' Extracurricular professional learning.
Based on the analysis of the above findings, then this study proposes countermeasures to improve the status quo of professional graduate students' Extracurricular Learning: the first is to improve their own quality, including graduate students to establish correct learning values, correct attitude to professional learning stimulate students' learning motivation, cultivate autonomous learning concept; two is to pay attention to the construction of supervisor team: including the establishment of part-time tutor team and guide team, strengthen the construction of teachers' morality construction and supervision mechanism, improve the level of teacher guidance; the two is to improve the construction of the school include: improve the quality of classroom teaching, increase the amount of homework, the school to strengthen the construction of learning resources, and create a strong academic atmosphere.
This study breaks through the previous research in order to graduate a whole range of learning as the research object the limitations of direct study focuses on a specific range of extracurricular learning in the professional, increase of extra-curricular professional learning form, place of attention, a questionnaire, a comprehensive understanding of the status quo of professional graduate student extracurricular, aiming at the problems and puts forward corresponding countermeasures and suggestions. This study promotes the university administrators to guide and supervise the professional graduate student extracurricular tutor, improve research strategy, enrich and improve the postgraduate learning and teaching theory.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G643

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 張利;研究生網(wǎng)絡(luò)學(xué)習(xí)行為研究[D];華東師范大學(xué);2013年

2 汪悅;教育學(xué)碩士研究生學(xué)業(yè)生涯規(guī)劃的現(xiàn)狀研究[D];華中師范大學(xué);2013年

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本文編號(hào)：1386977