“成长的窗户”还是“冰冷的制度”?——一所研究型大学本科生导师制的质性研究

"Windows for Growth" or "Cold Regulations":A Qualitative Study on the Tutorial System in a Research University of China's Mainland

为了增加教师和本科生的课外接触,配合学分制的实施,许多高校都推行了本科生导师制。而今,该项制度已经经历了十年左右的实践,成效如何有待检验。本研究以一所研究型大学为例,通过访谈等途径了解本科生和教师的看法,以现象学和建构的方法展现零散事件的结构和意义。研究发现,本科生导师制的实行适应了加强课外交流的需要,但仍存在着许多问题,不仅内容上远离了"以学业辅导为主"的初衷,师生关系也仍然停留在"制度性接近"的程度,形式化的规章掩盖了该制度本身蕴含的追求责任和关爱的精神。

An increasing number of Chinese universities have adopted the tutorial system to provide personalized teaching and support to their undergraduate students in order to enhance the effectiveness of the credit system.After a decade of implementation, the effectiveness of the tutorial system should be assessed.This study is a qualitative inquiry into the experiences and views of students and teachers who participated in the tutorial system at a research university.From its research findings,this study offers the following observations:the tutorial system is widely accepted as a measure to encourage communication outside the classrooms;many problems exist to test its effectiveness, such as:individual attention from the tutors falls short of expectation,tutors' instruction is not tailored to satisfy academic needs of students,and the formalization of the system overshadows genuine concerns of responsibility and care.