五年制定向师范生学习投入干预策略研究——基于学习投入现状和影响因素调查

Intervention Paths of Learning Engagement of Five-year Oriented Teacher Education Students——Based on Learning Engagement Status and Influencing Factors

学习投入是评价学生学习付出的重要指标,也能一定程度反映学校的教学与管理能效。以问卷、访谈、个案观察等方法,开展五年制定向师范生学习投入现状和影响因素调查。结果显示:五年制定向师范生学习投入总水平有待提升;其行为、认知和情绪三维度投入不平衡,且存在着性别、年级等方面差异;政策支持、学校支持、个体因素和社会支持是学习投入的主要影响因素。为提升和完善五年制定向师范生的学习投入,可依据其现状和影响因素,提出如下干预策略:完善政策体系,强化制度保障;加快“三教”改革步伐,提升人才培养水平;关注群体现状和个体特征,开展针对性教育帮扶;增强社会支持,优化学生学习与成长环境。

Learning engagement is a quantitative indicator used to measure students’learning efforts and can also indirectly reflect the management and teaching levels of colleges.Through methods such as questionnaires,interviews,case observations,etc.,a survey was conducted on the current situation and influencing factors of the five-year oriented teacher education students’learning input.The results show that the overall learning input level of the five-year oriented teacher education students needs improvement;their behavior,cognition,and emotion are imbalanced,and there are gender and grade differences.Policy support,school support,social support,and individual factors collectively influence students’learning engagement.Given this,there is an urgent need for scientific intervention to enhance the learning commitment of the five-year oriented teacher education students.Based on the current situation of learning commitment and influencing factors,it is recommended to intervene in the following aspects and directions:improve the policy system to strengthen institutional guarantees;accelerate the pace of reform to enhance the institutions’educational capacity;strengthen training and support to implement scientific and precise interventions;strengthen social support to optimize the learning and growth environment.