摘要
研究聚焦于担任助教研究生群体学习性投入的实际增值效果,以某"211"高校2015—2016年度第二学期的担任助教的研究生为调查对象,调查其学习性投入增值情况,并基于增值评价理论,分析学习性投入及其各个维度的增值效果。结果表明,学业挑战度和生师互动维度增值高于学习性投入总体水平,主动合作水平、教育经验丰富度和校园环境支持度增值水平低于总体水平。不同年级、学科、生源地的研究生助教增值情况也有所不同。
This research focuses on the actual study engagement value-added of teaching assistants. It investigates postgraduates who from a 211 University served as teaching assistants in the second semester in the year of 2015- 2016. The research is done twice ,at the beginning and the ending of the semester. Based on the theory of value added evaluation, this paper analyzes the increment effect of study engagement and its dimensions. The results show： Value added in level of academic challenge and student-faculty interaction are higher than the overall level, meanwhile, value added in active and collaborative learning, enriched educational experiences and supportive Campus Environment are lower than the overall level. Value added in different grades, disciplines, districts is also different.
作者
林江辉
李琼
高务龙
李俊龙
Lin Jianghui;Li Qiong;Gao Wulong;Li Junlong(Nanjing Agricultural University, Nan Jing 210095, Jiangsu, China)
出处
《高等农业教育》
2018年第2期103-108,共6页
Higher Agricultural Education
基金
江苏省研究生教育教学改革研究与实践课题:基于提高研究生创新能力的助教制度构建与实践(jglx14-034)
南京农业大学校级品牌专业建设项目(PPZY2017B04)
关键词
助教
研究生
学习性投入
增值
teaching assistants
postgraduate
study engagement
value added
