拔尖学生的学习参与及其批判性思维发展--基于全国12所“拔尖计划”高校的实证研究

Learning Involvement and Critical Thinking in the Cultivation of Top-notch Innovative Personnel:An Empirical Study Based on 12 Universities with Top-notch Talent Cultivation Project in China

拔尖学生本科期间有没有获得思维能力提升?哪些参与途径能为批判性思维发展创造条件?兴趣又何以保持?依据Astin大学生学习参与理论,开展“拔尖计划”学生批判性思维研究。经回归与调节效应等分析发现:人文语言类学生大三时呈现Perry道德认知发展多元论阶段特征;批判性思维存在基于家庭经济与文化背景差异,并且家庭所在地的思维差异被后两者中介;师生互动与合作学习对“能力弱势”学生更有效,前者对“经济弱势”学生效果也更佳;课程准备的懈怠可能使原本基础扎实的学生反而落后;情绪动力不仅正向调节思维,而且相较于学习参与,其影响更强。研究对于通识教育实践、“对话性他者”教师角色塑造以及批判性思维养成有一定意义。

Is the critical thinking of top students not improved as much as that of the regular students during their undergraduate years?How to create the conditions for its development through engagement?And how can interest be maintained?To address these questions,our study is designed according to Astin's theory of student involvement to fill the gap in research on the development of critical thinking among top-notch undergraduates.Descriptive,OLS and moderating effect analysis reveal the following findings:First,humanities and language students present the characteristics of pluralistic stage of Perrys moral de-velopment frame in their junior year.Second,critical thinking differs in family economic and cultural backgrounds,and the difference of family location is mediated by the latter two.Third,teacher-student interaction and cooperative learning are more effective for"academically disadvantaged"students,and the former is also more effective for"economically disadvantaged"students.Fourth,slackness in course preparation may cause students with solid foundation to fall behind.Finally,academic aspiration and in-terest not only accelerates the development of critical thinking,but also has a stronger influence than en-gagement.These conclusions have important implications for the practice of general education,the teachers role of"conversational other",and the development of critical thinking.