共性与个性:大学生跨学科学习行为基本特征与影响因素——基于35所高校的混合研究

Commonness and Individuality,the Basic Characteristics and Influencing Factors of Undergraduates’Interdisciplinary Learning Behavior:Based on a Mixed Study of 35 Universities

跨学科复合型人才培养是市场、大学与个体的共同追求。基于学生发展理论,对35所高校大学生的跨学科学习行为进行分析。结果显示,学习方式以跨院系选修课程为主,方式数量上二至三种占主流,内容以人文社会科学类为主、呈现“小跨多、大跨少”的特点。性别、学习风格、发展规划,院校支持、专业就业前景、就读专业态度、学科类别,以及家庭经济资本和文化资本皆对跨学科学习行为产生不同影响,其中学习风格、院校支持和家庭资本成为重要因素。为此,学生应发挥主观能动性,养成良好学习风格;学校应供给多元且丰富的资源,优化支持环境;家庭应转变和积累资本存量,改善文化氛围、夯实物质基础;学界应关注家庭资本与高等教育过程公平议题。

The interdisciplinary compound talents training is the common pursuit of the market,universities and individuals.Based on the theory of student development,the research analyzes the interdisciplinary learning behavior of undergraduates from 35 universities.The results show that the learning ways are interdisciplinary elective courses and the number of ways is two or three,and the content is mainly humanities and social sciences,showing the characteristics of“more small span,less big span”.Gender,learning style,development planning,institution support,professional employment prospects,attitude toward majors,discipline categories,and family economic and cultural capital all have different influences on interdisciplinary learning behavior,and learning style,institution support and family capital are important factors.Therefore,students should exert subjective initiative to develop a good learning style.Schools should provide diversified resources to optimize environmental support.Families should transform and accumulate capital stock,improve cultural atmosphere and consolidate material foundation.Researcher should pay attention to the issues that family capital and higher education process equity.