90后大学生学习状况的调查与分析

A Study on the Learning Status of the Post-90s College Students

本研究采用自行编制的《大学生学习状况调查问卷》,对随机抽取到的753名90后大学生的学习状况进行调查。结果显示,90后大学生学习状况总体不佳,表现为部分学生缺乏明确的学习目标,学习动机更追求实际,学习努力程度不够,但在学习计划制定、课堂学习效率、上网查阅资料等学习方法与策略上表现较佳;90后大学生在学习目标、学习态度、学习方法与策略等方面存在年段差异,学习迷茫的学生比例随着年段的增高而增高,大四学生专业态度出现两极分化现象,大一学生与任课老师交流学习的比例显著少于其他三个年级;90后女大学生在学习目标、学习态度、学习方法与策略等方面均显著优于男生;除了专业兴趣以外,文史专业学生的学习态度和学习方法与策略显著优于理工、艺术专业学生。

To investigate the learning status and characteristics of the post-90s college students,a self-designed questionnaire was used to survey the learning status of college students and 753 students were ran-domly sampled as subjects of the investigation. Generally speaking,the post-90s students do not have a good learning status;they have a poorer status in terms of learning motivation,learning goals and learning attitudes. Most of them have more practical learning motivation but unclear learning goals;they put less efforts in learn-ing. However,they do a better job in terms of learning strategies such as making a study plan, improving learning efficiency and doing online research. There is an obvious difference among students of different grades in terms of learning goals,learning attitude and learning strategies. The percentage of students who are puzzled about learning rises as they enter the higher grades. There is a polarization among senior students in terms of professional attitude. The percentage of freshmen who communicate with teachers is lower than that of other grades. The post-90s female students are performing better than male students in terms of learning goals,learning attitudes and learning strategies. In addition to interest in professional learning,literature and history majors are doing better than science and art majors in terms of learning attitudes and learning strate-gies.