高中学习经历对大学生学术融入的影响——聚焦高中与大学的教育衔接

The Effect of Academic Experiences in High School on the Academic Integration of College Students: Focusing on the Articulation between High School and College

长期以来,高中教育的功能定位被狭义地理解为升学应试,而其为大学阶段成功学习而准备的衔接功能却遭遇忽视。随着高中教育的普及和高等教育的规模扩张,促进高中教育从选拔筛选功能向教育衔接功能的转换,实现高中与大学的制度性衔接和内核性衔接,成为当前教育改革迫切需要解决的问题。在此背景下,本研究利用学生调查数据,考察高中阶段学生课堂内外学习经历与大学学术融入间的关联性。研究发现:(1)高中课堂中及时反馈型教学和权威控制型教学应用频繁,以教师为中心的应试教学模式根深蒂固;(2)权威控制型教学对学术融入的贡献相对较低,甚至对专业成绩具有抑制作用,而互动探索、及时反馈、个性化教学模式对大学学术融入形成正向促进作用;(3)高中课堂场域外的课外补习与学科竞赛辅导对学生在大学阶段的学术融入作用有限。

The educational function of high school has been narrowly viewed as the preparation for college entrance examination. However, the most important of its function which helps students to transit smoothly to college life has been ignored. With the enrollment expansion of higher education, to promote the educational articulation between high school and college has become the priority in contem- porary educational reform. Using data of college student survey, this study aims to explore the effect of different academic experiences in and outside of high school＇s classroom on the academic integration in college. The research findings are as follows. （1） Feedback oriented pedagogy and authority control o- riented pedagogy are most frequently applied in high school classroom~ （2） The authority control orien- ted pedagogy has the lowest contribution even shows negative effect to academic integration in college. On the contrary, interaction-oriented, feedback-oriented and personal development oriented pedagogies promote the academic integration in college; （3） outside-school learning and academic competition tuto- ring has limited effect on academic integration in college.