隐匿在课表中的本科生学习时间问题——以381份个人课表为分析样本

The Problem of Undergraduate Learning Time Hidden in the Course Schedule:Analysis Base on 381 Individual Course Schedules

本科生学习时间的数量、结构、弹性与学业质量、学业成就具有显著相关关系,而学生课表能比较真实、具体、客观地反映学习时间。基于对96所高校、95个专业本科生共381份个人课表的分析,发现本科生学习时间的课内占比较大,学习时间的碎片化较明显,学习时间的自由度较小等。在此基础上,提出隐匿在课表中本科生学习时间的三个问题:学习时间的课内偏向,给自主学习带来严峻挑战;学习时间的碎片化,对深度学习造成严重影响;学习时间自由度的限制,使个性化教育难以实施。

The number,structure,and elasticity of undergraduate learning time have a significant correlation with academic quality and achievement,and the student’s course schedule can reflect the learning time more truly,concretely,and objectively.Based on the analysis of 381 individual course schedules of undergraduates in 96 universities and 95 majors,it is found that the proportion of undergraduates’learning time in class is relatively large,the fragmentation of learning time is obvious,and the degree of freedom of learning time is small.On this basis,three problems hidden in the undergraduate learning time are put forward:the in-class bias of learning time brings severe challenges to autonomous learning;the fragmentation of learning time has a serious impact on deep learning;the limitation of learning time freedom makes it difficult to implement personalized education.