高校本科毕业设计“内卷化”:表现形式、成因与矫治策略

The “Involution ” of Graduation Project of Undergraduates in Universities: Manifestation, Causes and Strategies of Correction

“内卷化”理论经历了从国外概念引进、到本土学习消化、再到具象案例研究三个阶段,国内高等教育“内卷化”相关研究经过十余年的探索和发展,高校本科毕业设计质量已经得到了学术界的关注,现有研究已经取得了丰硕的研究成果。但是,过往相关研究内容侧重于高等教育质量、高等教育改革等宏观政策话题,研究对象集中于教育管理部门、高校、博士生等群体,对于高校本科毕业设计“内卷化”主题、“学生-教师-高校”三方主体系统分析研究数量略有不足,内容有待深入。高校本科毕业设计质量是检验当前高校人才培养质量的关键产出指标之一,本研究引入“内卷化”概念,试图解析当前高校本科毕业设计过程中“数量增加而无实质创新创意”的现象。本研究在参考现有文献和客观实际基础上,按照本科毕业设计框架内容导向-逻辑导向、毕业设计过程导向-目标导向两个维度,构建出命题设计无效化、内容结构相似化、编写内容八股化、论据表达堆积化、答辩过程形式化、编写逻辑应付化、命题设计复杂化、结论偏差逻辑化等八种“内卷化”表现形式。参考组织行为学个体、群体、组织的动机-行为两个维度,探索学生、教师、学校三个关联方动机及行为六个“内卷化”成因,剖析了学生、教师、学校三个关联方交互诱发的学生主体缺位、教师主体错位、学校主体越位具体动机成因,发现了学生主体本位发生偏移、毕业设计行为固化、教师教学科研偏重功利、参与过程疲于应付,学校部门监管制度偏于形式、考核目标过于功利等六种“内卷化”行为。为了消除或者削弱高校本科毕业设计“内卷化”动机和行为,本研究在参考内容型激励理论、过程型激励理论、行为改造型激励理论的基础上,提出针对高校本科毕业设计学生、教师、学校三个关联方主体的赋能(内容型激励)、赋权(过程型激励)、赋税(行为改造型)三种管理方式,毕业设计选题自主化、毕业设计与实习深度融合、毕业设计全过程控制、毕业设计精益化管理、全面实施大类招生、加速推进完全学分制等六条“内卷化”矫治策略。

The theory of “Involution” has experienced three stages: the introduction of foreign concepts,local learning and digestion, and then concrete case study. After more than 10 years of exploration and development, the quality of undergraduate graduation project in colleges and universities has attracted the attention of the academic community, and the existing research has achieved fruitful research results. In the past, relevant research contents focused on macro policy topics such as higher education quality and higher education reform, and the research objects focused on education management departments, universities, doctoral students and other groups. The number of systematic analysis and research on the theme of “Involution” of undergraduates’ graduation project and the Student-Teacher-University tripartite subject system is slightly insufficient, and the content needs to be further deepened. The quality of undergraduates graduation project in colleges and universities is one of the key output indicators to test the quality of talent training in colleges and universities. This study introduces the concept of “Involution” and tries to analyze the phenomenon of “quantity increase without substantive innovation” in the process of undergraduates’ graduation project in colleges and universities. Based on the existing literature and objective reality, according to the two dimensions, i.e.undergraduate graduation project framework content logic orientation and graduation project process orientation goal orientation, this study constructs eight forms of “involution”, invalidation of proposition project, similarity of content structure, eight strands of writing content, accumulation of argument expression, formalization of defense process, logical coping of writing, complexity of proposition project. Referring to the two dimensions, i.e.individual, group and organization’s motivation and behavior, this paper explores the six "Involution" causes of motivation and behavior of three related parties: students, teachers and schools, analyzes the specific causes of student subject absence, teacher subject dislocation and school subject offside induced by the interaction of three related parties, and finds out that the standard of student subject deviates. Six types of “Involution” are found, i.e. the solidification of graduation project behavior, the teachers’ emphasis on utilitarianism in teaching and scientific research, the fatigue in coping with the process of participation, the supervision system of school departments being biased towards form and the too utilitarian assessment objectives. In order to eliminate or weaken the “Involution” motivation and behavior of undergraduates’ graduation project in colleges and universities, based on the content-based incentive theory, process-based incentive theory and behavior transformation incentive theory, this study puts forward three management methods, i.e. the enabling(content incentive), empowerment(process incentive), tax assignment(behavior modification) of students, teachers and schools for undergraduates’ graduation project. Six “Involution” correction strategies are put forward, i.e., the autonomy of graduation project topic selection, the deep integration of graduation project and practice, the whole process control of graduation project, the lean management of graduation project, the full implementation of large-scale enrollment, and accelerating the full credit system.