师生交往对少数民族本科生学习收获的影响研究——基于M大学CCSEQ的实证调查数据

A Study on the Impact of Teacher-Student Interaction on theLearning Harvest of Ethnic Minority Undergraduates——Empirical Survey Data Based on CCSEQ of M University

以CCSEQ问卷为调查工具,对M大学在校少数民族本科生进行了调查。基于调查数据,采用描述统计、多元线性回归等方法深入探究该校师生交往现状以及其对学习的影响。研究发现:师生交往得分整体来讲高于平均水平,在年级和户籍地背景上呈现显著的差异;师生交往对少数民族本科生学习收获的影响程度较高,尤其是“正式交往”对学习收获的解释力最佳,但师生交往对多元化发展影响程度较低。根据以上研究结果提出以下建议:教师转变观念,与学生对话;学生积极主动与老师沟通;学校注重师生“良性互动”,树立以人为本的教育目标,关注学生整体学习收获。

The CCSEQ questionnaire is used as a survey tool to conduct an empirical survey of undergraduates in M University.Based on the survey data,the method of descriptive statistics and multiple linear regression are used to deeply explore the current status of teacher-student interaction and its impact on learning gains.The following survey results are obtained:the overall score of teacher-student interaction is higher than the average,showing significant differences in grade and domicile background;the degree of teacher-student interaction has a higher degree of impact on the undergraduate's learning gains,especially"formal interaction".It has the best explanation for learning gains,but the influence of teacher-student interaction on diversified development is low.Based on the above research results,the following suggestions are proposed:teachers change their views and talk with students;students actively communicate with teachers;schools focus on"good interaction"between teachers and students,set people-oriented education goals,and focus on students'overall learning achievements.