顶尖大学中家庭第一代大学生的学习与收获——以通识课程为视角

Learning Experience and Achievement of the First Generation College Students of Families in Top Universities--From the Perspective of General Education Course

家庭第一代大学生的学业问题在顶尖大学初现端倪。由于家庭文化资本不足,与第二、第三代大学生相比,他们对大学课程的期待与现实之间存在偏差,学习收获显现弱势。利用“中国高水平大学课程教与学追踪调查”中两所顶尖大学通识课程的调查数据,对比2103名非第一代与1502名第一代大学生的学习状况验证了这一情况。在探究第一代大学生身份和年级在课程收获、学习困惑、教学方式偏好上的交互效应发现,高年级第一代大学生通识课程收获比低年级更高,且与高年级非第一代之间差距缩小甚至反转,在课程收获上呈现出追赶态势,文化价值方面得到的教育塑造更为显著。喜忧参半的实证研究结果提示大学通识课程可以承担更多社会责任。

The academic difficulties of the first generation college students in their families have begun to emerge within top universities in China.Due to the lack of family cultural capital,compared with the second and third generations of college students,there is a deviation between their expectations of college courses and reality,and their learning gains are weak.Using the survey data of general education courses in two top universities in the“China high level university curriculum teaching and learning tracking survey”,this situation is verified by comparing the learning status of 2103 non-first generation and 1502 first generation college students.After exploring the interactive effects of the identity and grade of the first generation of college students on curriculum harvest,learning confusion,and teaching preferences,it is found that the general education curriculum harvest of the first generation of college students in higher grades is higher than that of the lower grades,and the gap between them and the non-first generation of higher grades is narrowed or even reversed,showing a catch-up trend in curriculum harvest,and the education shaping of cultural values is more significant.The mixed empirical research results suggest that university general education courses can assume more social responsibility.