聆听大学生的心声:大学生课堂学习期望研究——基于福建省高校大学生学习情况的实证调查研究

Listening to the Voice of College Students:An Empirical Study on College Students' Course Learning Expectation:Based on the College Students' Learning of Fujian Province

学生是课堂学习的主体,了解大学生在课堂学习过程中的期望是提升教学质量与学习质量的关键。本研究以3所不同类型高校中1449名本科生为研究对象,对其课堂学习期望进行实证调查。研究结果表明:当前大学生课堂学习期望整体偏于正向,但在自我学习期望及师生互动方面的期望较低;在院校差异层面,985院校学生的课堂学习期望显著高于211院校和一般本科院校;在学科差异层面,文科学生的期望最高,理科学生的期望最低;在年级差异层面,大一新生的课堂学习期望显著高于其他年级学生,呈现U型变化趋势。改善大学生学习期望,提升学习质量的策略有:帮助学生构建合理的学习期望、关注不同院校类型大学生的学习期望的特殊性、重视不同学科学习内容的特点、把握大学生课堂学习情况的年级变化规律。

Students are the main participants of course learning. Therefore, finding out students＇ expectation in the process of course learning is the key to improving the quality of learning. This empirical study is based on the investigation of 1449 four-year undergraduate from three different types of colleges, which tries to clarify the current status of college students＇ course learning expectation. Conclusions are as follows ： 1） college students＇ course learning expectation is positive in general, and there are something more can be done on students＇ expectations of self-learning and teacher-student interaction. 2） in terms of the type of colleges, the students＇ course learning expectation of ＇985 Universities＇ is higher than those of ＇ 211 Universities＇ and ＇ Ordinary Universities＇ 3） In terms of disciplines, humanities students have higher course learning expectation than students of science and engineering. 4） In terms of grades, freshmen have the highest expectation, the course learning ex- pectation constantly getting worse after the final of the first year and then improved after junior year, just like the pattern of letter U. Hereby provided suggestions： 1） to help students build reasonable course learning expectation ; 2） to improve the quality of education by focusing on the unique of different colleges and students＇ charac- teristics; 3） to improve the quality of teaching by focusing on the characteristics of different disciplines; 4） to improve the quality of learning by focusing on the learning pattern of student of different grades.