本科生科研创新能力培养中的注意力分配研究

On Attention Allocation in Cultivation of Scientific Research Innovation Ability of Undergraduates

注意力是稀缺资源。在此意义上,本科生科研创新能力培养(“创培”)问题,本质上是特定场域的注意力分配问题。基于“结构—行动”视角,从利益函数、任务清晰度、参与门槛和激励强度等方面入手,有助于揭示这一多向软约束场域中多元主体的注意力分配逻辑与行动策略。研究发现,作为对注意力配置失灵的“纠偏”,“拔尖培养”有着将“常规任务”做“非常规化”处理的替代逻辑、转换机制和行动能力,但仍存在交易成本过高和激励扭曲等缺陷。面向协同育人生态的构建,需要从“制度—责任—行动”维度更新注意力配置逻辑。为此,应紧扣以“学”为中心的育人范式革新,调整主体注意力的分配策略、强化激励导引的嵌入力、提高机制运行的协同度等,将“悬浮式”育人管理升级为“共生性”育人治理。

Attention is a scarce resource. In this sense, the problem of cultivating undergraduates’ innovative ability in scientific research is essentially the problem of attention allocation in a specific field. Based on “structure-action” perspective, this paper helps reveal the attention allocation logic and action strategy of the multi-subjects in the “multi-directional soft constraint” field from the aspects of interest function, mission clarity, barrier of participation and incentives intensity. Studies find that, as a “corrective” to the failure of attention allocation, “top-notch talents cultivation” has the alternative logic, switching mechanism, and action competence to make “routine tasks” “unconventional”, but there are still some defects such as high transaction cost and distorted incentives. For the construction of cooperative education ecology, the logic of attention allocation needs to be updated from the dimension of “system-responsibility-action”. To this end, we should firmly adhere to the reform of the “learning-centered” education paradigm, adjust the strategy of allocating the subjects’ attention, strengthen the embedding power of incentive and guidance, and improve the coordination of mechanism operation, etc., so as to upgrade “suspended” education management to “symbiosis” education governance.