生师互动、学业挑战度与大学生学习收获——兼论中蒙经济走廊蒙汉兼通人才培养

Teacher-Student Interaction, Learning Challenges and Learning Achievements of College Students ——Study on the Cultivation of Talents Both Adept at Mongolian and Chinese in the Construction of the China-Mongolia Economic Corridor

基于高校教育质量评估的内部增值观,以及建设中蒙经济走廊对于蒙汉兼通人才的需要,聚焦于蒙古族学生的学习收获现状,通过构建结构方程模型探寻学习投入指标生师互动与学习挑战度对学习收获的影响机制。研究发现蒙古族学生学习收获水平与汉族学生相比并无差异,但生师互动与学习挑战度水平较低,同时在学习挑战度的中介效应下,生师互动对学习收获存在正向促进作用。为此,从两个学习投入度指标角度提出相应建议以改善蒙古族学生学习收获现状。

In this paper,on the basis of the internal value-added view of the evaluation of education quality in colleges and universities,as well as the need for talents both adept at Mongolian and Chinese in the construction of the China-Mongolia Economic Corridor,we focus on the current situation of the harvest of Mongolian students from learning.Then we explore the influences of the mechanism of learning input indicators,teacher-student interaction and learning challenges on learning achievements through the construction of structural equation modeling.Through study, we found that there is no difference in learning achievements between Mongolian students and Han students.However,teacher-student interaction is less frequent,and the level of learning challenges is lower.At the same time, under the mediating effect of the level of learning challenges,there is a positive effect of teacher-student interaction on learning achievements.Therefore,from the perspective of two indicators of learning input,we put forward some suggestions to improve the current situation of Mongolian students’ learning achievements.