摘要
研究以学生学习性投入为切入点,从类型学的角度出发,使用NSSE-China 2011调查工具及9所"985工程"院校数据,从个体活动和人际互动的学习性投入行为两个维度,划分了中国研究型大学本科生学习性投入四种类型,即积极投入型、自我独立型、人际互动型和被动投入型。结果显示,各个类型之间具有显著异质性,在不同性别、年级、家庭及高中教育背景等个体因素变量区分的群体中,四种类型的本科生分布比例存在差异。经比较,研究所提出的学生类型划分与不同国家的学者在不同年代所提出的分类模型之间具有共性特征,表明学生群体的分类特征具有跨时间稳定性和跨文化的普遍性。中国研究型大学在教育实践工作中应当科学甄别研究型大学本科生的学习性投入类型,关注学生群体的多样性和异质性,有效支持不同学生的学习与发展。
This research explores student engagement among undergraduates in China’s research universities from a typological perspective. The instrument and data of NSSE-China 2011 is used to develop two groups of indicators, one of which is student engagement behavior based on individual activities, and the other is student engagement behavior based on interpersonal activities. By using these indicators, undergraduates in China’s research universities are divided into four types, which are defined as positive type, independent type, interactive type and passive type. This typology represents the diversity and heterogeneity of undergraduate learning and engagement with their college experiences. The distribution of types of student engagement is different among various student groups. By comparing the results, it shows that the four-type model proposed in this research shares common characteristics with other typological models of college student learning developed by other scholars. It indicates that the typology and related traits of college student has stability across time and generalizability among different cultures. It suggests that it is important to classify undergraduates by student engagement behavior and pay attention to the diversity and heterogeneity among the undergraduates in China’s research universities in order to support learning and development of different students appropriately.
出处
《江苏高教》
CSSCI
北大核心
2019年第4期32-41,共10页
Jiangsu Higher Education
基金
全国教育科学规划课题"农村第一代大学生的学业发展特征及其影响因素研究"(CIA160217)
关键词
学习性投入
本科生
类型
研究型大学
student engagement
undergraduate
typology
research universities
