不同背景大学生思政课学习满意度的现状和影响机制探析——基于国家大学生学情调查(NCSS)

On the Influencing Mechanism of the Satisfaction with Ideological and Political Courses among College Students with Different Backgrounds--On the Basis of the National College Student Survey(NCSS)

文章基于国家大学生学情调查(NCSS)2021年收集的全国大学生数据,运用调节效应分析探究了我国大学生思政课学习满意度的现状和影响机制。研究发现:我国大学生的思政课学习满意度处于一般水平,思政课学习兴趣处于低水平;“学习兴趣→课堂表现→学习效果→学习满意度”的理论模型框架得到了证明;不同性别、家庭所在地、月支出、学习成绩、年级大学生对思政课课堂表现、学习效果、学习满意度的调节效应存在差异;大学生的思政课学习效果最能影响思政课学习满意度,但提升男生的思政课学习满意度需要着重提升其学习兴趣,提升农村学生、低月支出学生的思政课学习满意度需要着重提升其课堂表现;大学生的思政课堂表现最能影响思政课学习效果,但提升农村学生、低年级学生的学习效果需要着重提升其学习兴趣。样本中提升不同背景大学生思政课学习满意度的最有效路径并不一定是提升学习效果,提升不同背景大学生的思政课学习效果的最有效路径并不一定是提升课堂表现。最后,提出思政课教师要激发学生学习兴趣,依据学生不同背景进行分类培养,思政教育研究者要完善思政课质量评价指标体系等对策建议。

Based on the data of the National College Student Survey(NCSS)in 2021,this paper used a moderated mediation effect analysis to explore the status quo and influencing mechanism of satisfaction with ideological and political courses among Chinese college students.It is found that the satisfaction is at an average level;the theoretical model framework of"learning interest→classroom performance→learning effectiveness-→learning satisfaction"has been proven;there are differences in the moderating effects of gender,home location,monthly expense,academic record,and grade on class performance;for the college students from different backgrounds in the sample,the most effective way to improve the course satisfaction among is not necessarily to promote learning effectiveness,and the most effective way to improve the learning effectiveness is not necessarily to enhance classroom performance.Finally,it is proposed that teachers should stimulate students'interest in learning,classify and cultivate students based on their different backgrounds,and the researchers should refine the quality evaluation index system of the course.