保研制度筛选了怎样的学生——基于一所研究型大学的实证案例研究
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摘要
研究型大学采用"保研"——基于本科生大学学业表现免初试而直接推荐研究生资格——这一措施吸引优秀本科生。在努力建设世界一流大学和一流学科的背景下,本研究使用部委直属X大学的学生学业记录和跟踪调研数据,基于风险规避理论的启示,实证评估保研制度培养和选拔优秀本科生的效果。分析表明:第一,保研这一措施成功地吸引了研究型大学学生,大一时不同毕业打算或教育期望的学生,本科毕业时的首要去向基本都是本校保研,接近40%学生的毕业去向为本校保研;第二,重要的是,虽然本校保研学生大学排名最优,大学期间的学业投入、毕业之际解决问题和批判性思维的能力却显著弱于出国深造和他校深造的学生;并且这些差异与学生的城乡户籍和家庭背景基本无关;第三,本校保研学生中,仅15%学生出于学术研究兴趣而深造,首要原因是增强就业竞争力,其次是了解自己;改变初衷而本校保研的学生更是如此。本研究结果表明目前保研制度过早吸纳了本科学生读研,选拔标准似乎筛选甚至培育了相对保守和求稳的学生,不利于创新人才的培养和选拔。
The "Graduate Study Recommendation" Programs recommend undergraduates for a graduate study based on their college academic performance. Against the backdrop of "double-first" endeavor, enlightened by the Risk-Aversion theory in careerselection, we use a longitudinal survey data and administrative records of 2014 freshman cohort from a research university to empirically assess howthe Recommendation Programs attracts high-performing students. Empirical results show that, firstly, the Programs successfully attracted students regardless of their initial intentions. Students' top choice was to continue a graduate study by the Recommendation Program, nearly 40% actually did so. Secondly and more importantly, although the recommended students ranked the best in college, they were less involved academically during college, and their problem-solving abilities and critical thinking abilities were significantly lower than those students pursing a graduate study abroad. And the differences were unrelated to their family socioeconomic status, such as registration status and parental education. Thirdly, among the recommended students, only 15% pursued a graduate study because of academic research interests, most students did so to be more competitive in the labor market or to know more about themselves; and it is even more so among those students who changed their initial graduation intentions.The Programs have drawn students to a graduate study too earlier,attract more conservative and risk-averse students, and even foster students to be so, therefore not effective in selecting students with innovative capacities.
The "Graduate Study Recommendation" Programs recommend undergraduates for a graduate study based on their college academic performance. Against the backdrop of "double-first" endeavor, enlightened by the Risk-Aversion theory in careerselection, we use a longitudinal survey data and administrative records of 2014 freshman cohort from a research university to empirically assess howthe Recommendation Programs attracts high-performing students. Empirical results show that, firstly, the Programs successfully attracted students regardless of their initial intentions. Students' top choice was to continue a graduate study by the Recommendation Program, nearly 40% actually did so. Secondly and more importantly, although the recommended students ranked the best in college, they were less involved academically during college, and their problem-solving abilities and critical thinking abilities were significantly lower than those students pursing a graduate study abroad. And the differences were unrelated to their family socioeconomic status, such as registration status and parental education. Thirdly, among the recommended students, only 15% pursued a graduate study because of academic research interests, most students did so to be more competitive in the labor market or to know more about themselves; and it is even more so among those students who changed their initial graduation intentions.The Programs have drawn students to a graduate study too earlier,attract more conservative and risk-averse students, and even foster students to be so, therefore not effective in selecting students with innovative capacities.
引文
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[7]中华人民共和国教育部.教育部办公厅关于进一步完善推荐优秀应届本科毕业生免试攻读研究生工作办法的通知[EB/OL].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3261/201408/172730.html
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[17]李丁.过程多维性与出路阶层化:中国大学教育过程的公平性研究[J].社会,2018,(3):79-104.
[19]为什么保研的可能不是最优秀的学生?最好的学生不会保研本校[EB/OL].https://new.qq.com/omn/20180723/20180723A0AWJ1.html
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[23]赵宏斌.人力资本投资收益-风险与大学生择业行为[J].北京师范大学学报(社会科学版),2004,(3):119-125.
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[35]岳晓东.大学生创新能力培养之我见[J].高等教育研究,2004,(1):84-91.
[36]杨帆,穆肃.终身学习能力构成及能力项关系的研究[J].开放教育研究,2011,(3):81-88.
[37]Overview of Surveys[EB/OL].https://heri.ucla.edu/overview-of-surveys/
[38]朱红,李文利,左祖晶.我国研究生创新能力的现状及其影响机制[J].高等教育研究,2011,(2):74-82.
[39]Woo,J.H.,&Matthews,M.L.Trends in debt for bachelor's degree recipients a year after graduation:1994,2001,and 2009[M].National Center for Education Statistics.2012.
[40]English,D.J.Graduate school choice:An examination of individual and institutional effects[J].Proquest Llc,2012(2):173-211.
[41]全国重点大学的本科毕业生深造率[EB/OL].http://k.sina.com.cn/article_2688620160_a0411680001005c49.html?from=edu
[42]985和211高校的毕业生都去了哪?[EB/OL].https://www.sohu.com/a/239422569_100173234
[44]陈钟颀.我国学位与研究生教育的特色[J].学位与研究生教育,2012,(4):4-6
[45]王永哲.我国全日制专业学位研究生培养的学术化倾向及改革对策[J].研究生教育研究,2016,(4):22-25.
[46]马臻.一个研究生导师的困惑[EB/OL].http://www.sohu.com/a/132155621_683950
[47]人大经济论坛.陆铭教授:写给不想做学术的你[EB/OL].http://bbs.pinggu.org/thread-4581528-1-1.html
[48]李晔.教授声明停招研究生:对学生热衷考证等失望[EB/OL].http://politics.people.com.cn/n/2014/1016/c1001-25846564.html
[49]Astin,A.W.Student involvement:A developmental theory for higher education[J].Journal of College Student Development,1984(4):297-308.
[50]Pascarella,E.T.,&Terenzini,P.T.How College Affects Students:A Third Decade of Research(Vol.2)[M].San Francisco,CA:Jossey-Bass.2005.
[51]Kilgo,C.A.,Ezell Sheets,J.K.,&Pascarella,E.T.The link between high-impact practices and student learning:some longitudinal evidence[J].Higher Education,2015,(4):509-525.
[52]当年放弃保研选择出国,或者放弃出国选择保研的人,现在都是怎样的感受呢?有没有为自己当年的选择而后悔?[EB/OL].https://www.zhihu.com/question/28818434.
[53]刘昌明,张济生,唐一科,夏玉峰,姚贵明.推荐免试研究生制度的改革与实践[J].高等工程教育研究,2001,(2):79-80.
[54]仲文晶.浅析我国推荐免试硕士研究生制度现状[J].才智,2014,(31):168.
[56]程斯辉,王传毅.研究生培养模式:现实与未来---“研究生培养模式改革”高端论坛综述[J].学位与研究生教育,2010,(3):50-53.
[57]李安萍,陈若愚,胡秀英.研究生教育"本科化"认识的形成与思考[J].研究生教育研究,2018,(1):26-32.
[58]英爽,康君,甄良,丁雪梅.我国研究生培养模式改革的探索与实践[J].研究生教育研究,2014,(1):1-5.
[59]别敦荣,万卫.论我国专业学位研究生教育人才培养模式改革[J].研究生教育研究,2011,(4):80-83.
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