研究型大学本科师生课外沟通的实证研究——以某C9大学调查为例
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摘要
研究型大学在日益关注科学研究的同时,师生课外沟通的机会不断地被"侵蚀"和"掠夺"。雅斯贝尔斯所提倡的"一个灵魂唤醒另一个灵魂",将面临成为幻想和幻象的危机。研究者以某C9大学为例,选择本科生为研究对象,采用问卷调查和访谈法相结合的研究方法,对师生课外沟通进行调查研究,结果表明:沟通物理情境喜忧参半,文化情境良好但仍需加强;沟通内容需要增加"职业生涯规划"和"兴趣爱好",沟通方式多元化,但"面对面"需要加强;师生对沟通的重要性认可度和沟通意愿较高,但学生沟通主动性较低;师生沟通频度不高;近六成学生认为沟通效果明显,但师生沟通满意度均不高。另外,通过Logistic回归分析发现:学生与老师的"沟通效果"与"沟通意愿"、"教师对学生了解程度"变量显著相关;学生的"沟通满意度"与"教师对学生了解程度"、"教师对学生关心程度"变量显著相关。
While research oriented universities are increasingly paying attention to scientific research, the opportunities of extracurricular communication between teachers and students continue to be "eroded" and"predated". "A soul awakens another soul" advocated by Jaspers faces the crisis of a fantasy and an illusion. By taking a C9 university as example, and selecting undergraduates as research objects, and using the research methods of questionnaire and interview method,this research surveyed the situations of extracurricular communication between teachers and students. The results showed that the physical communication situationwere mixed, and the cultural situation was good but still needed to be strengthened; The communication content needs to be added more career planning and interest, the communication means were diversified but the face to face ways needed to be strengthened; the approval of the importance of teacher-student communication between teachers and students was very high, but the positivity of students' communication was low; the frequency of teacher-student communication was not high; nearly sixty percent of students thought the communication effect was high, but teacher-student communication satisfaction of teachers and students was not high. Communication effect had a significant correlation with communication willingness and the degree of how teachers know their students. Communication satisfaction and the degree of how teachers know and take care of their students also had significant correlations.
While research oriented universities are increasingly paying attention to scientific research, the opportunities of extracurricular communication between teachers and students continue to be "eroded" and"predated". "A soul awakens another soul" advocated by Jaspers faces the crisis of a fantasy and an illusion. By taking a C9 university as example, and selecting undergraduates as research objects, and using the research methods of questionnaire and interview method,this research surveyed the situations of extracurricular communication between teachers and students. The results showed that the physical communication situationwere mixed, and the cultural situation was good but still needed to be strengthened; The communication content needs to be added more career planning and interest, the communication means were diversified but the face to face ways needed to be strengthened; the approval of the importance of teacher-student communication between teachers and students was very high, but the positivity of students' communication was low; the frequency of teacher-student communication was not high; nearly sixty percent of students thought the communication effect was high, but teacher-student communication satisfaction of teachers and students was not high. Communication effect had a significant correlation with communication willingness and the degree of how teachers know their students. Communication satisfaction and the degree of how teachers know and take care of their students also had significant correlations.
引文
[1]朱光明.在传承与交往中成为自己---雅斯贝尔斯教育思想探究[J].教育学术月刊,2008,(2):17.
[2](德)雅斯贝尔斯著.什么是教育[M].邹进译.北京:生活·读书·新知三联书店,1991:3.
[3]杨静锦,“关于加强教师与学生个体之间课外交流问题的探讨,”全国职业培训网,2005,http://www.cott.org.cn/newsdetail.cfm?i Cntno=5889.
[4][9]史静寰,罗燕,赵琳,文雯等.本科教育:质量与评价(2009-2011)[M].北京:教育科学出版社,2014:68,8.
[5]史静寰,涂冬波,王纾等.基于学习过程的本科教育学情调查报告(2009)[J].清华大学教育研究,2011,(4):12.
[6]罗华.大学生闲暇及闲暇教育现状的抽样调查及对策研究[D].重庆:西南师范大学,2004.
[7]杨咏梅.从管治到善治[D].上海:华东师范大学,2006.
[8]李剑.高校师生关系现状调查研究[J].教育与职业,2009,(1):45.
[10]庞松男,刘惠林.高校学生与辅导员沟通情况调查研究报告[J].心事,2014,(14):61.
[11]罗杰·L·盖著.增进知识---美国研究型大学的发展(1900-1940)[M].王海芳,魏书亮译.保定:河北大学出版社,2008.总序1.
[12]史静寰,赵可,夏华.卡内基高等教育机构分类与美国的研究型大学[J].北京大学教育评论,2007,(2):107-119.
[13]范瑜.创建世界一流大学的目标、差距与对策[J].北京高等教育,2011,(5):29-30.
[14]北京大学社会学系主编.21世纪与中国社会学[M].北京:北京大学出版社,2004:127.
[15](美)彼得斯.交流的无奈---传播思想史[M].何道宽译.北京:华夏出版社,2003.6-7.
[16]Joseph A.Devito.Essentials of Human Communication[M].New York,NY:Harper Collins College Publishers,1993.6-8,11.
[17]W.Paul Vogt.Quantitative Research Methods for Professionals[M].Bostono New Yorko San Francisco:Pearson Education,2005.113-115.
[18]Daniel Muijs.Doing Quantitative in Education[M].Londono Thousand Oakso New Delhi:Sage Publications Inc,2004.73.
[19]龚放.聚焦本科教育质量:重视“学生满意度”调查[J].江苏高教,2012,(1):1-4.
[20]李萍.本科生导师制问题研究---以济南大学城市发展学院为例[D].济南:山东师范大学,2008.
[21]杜智萍.牛津大学本科生导师制教学模式探析[J].大学教育科学,2006,(6):51.
[22]金敏,周祖文.儒家大学堂:长江流域的古代书院[M].杭州:浙江大学出版社,2005:180.
[23]彼得·德鲁克.管理使命、责任、实务(实务篇)[M].北京:机械工业出版社,2006:126.
[24]Jose Marphy,Karen Seashn.Handbook of Research Educational Admistration[M].San Francisco:Josseky-Bass A Wiley Company,1999.364.
(1)亦有运用历史研究法研究民国时期师生课外生活的论文,详见李艳莉2016年《山东高等教育》第2期论文《民国时期大学师生课余交往生活研究》。
(2)该调研与国内之前的调研相比,样本最大,有27所院校参与,调查了36862名学生,详见史静寰,涂冬波,王纾等论文《基于学习过程的本科教育学情调查报告2009》.
(3)中国首个顶尖大学间的高校联盟,2009年10月启动,联盟成员包括北京大学、清华大学、浙江大学、复旦大学、上海交通大学、南京大学、中国科学技术大学、哈尔滨工业大学、西安交通大学共9所高校。
(4)此学院集中了全校高考分数最高的学生,学习的专业较为齐全,就是所谓的“强化班”。
(5)来源于学生面对面访谈记录,分别为学生J,学生N,学生N,学生B、Q,学生J,学生R,学生D,学生D,学生Q。
(6)虽然辅导员被要求对学生进行职业生涯规划,但他们大多数是应届生,自己对未来觉得茫然,难以对本科生进行职业指导。
(7)来源于教师问卷开放题答案。
(8)来源于教师面对面访谈记录,分别为D教师,I教师,H教师,H教师,C教师,B教师。
[2](德)雅斯贝尔斯著.什么是教育[M].邹进译.北京:生活·读书·新知三联书店,1991:3.
[3]杨静锦,“关于加强教师与学生个体之间课外交流问题的探讨,”全国职业培训网,2005,http://www.cott.org.cn/newsdetail.cfm?i Cntno=5889.
[4][9]史静寰,罗燕,赵琳,文雯等.本科教育:质量与评价(2009-2011)[M].北京:教育科学出版社,2014:68,8.
[5]史静寰,涂冬波,王纾等.基于学习过程的本科教育学情调查报告(2009)[J].清华大学教育研究,2011,(4):12.
[6]罗华.大学生闲暇及闲暇教育现状的抽样调查及对策研究[D].重庆:西南师范大学,2004.
[7]杨咏梅.从管治到善治[D].上海:华东师范大学,2006.
[8]李剑.高校师生关系现状调查研究[J].教育与职业,2009,(1):45.
[10]庞松男,刘惠林.高校学生与辅导员沟通情况调查研究报告[J].心事,2014,(14):61.
[11]罗杰·L·盖著.增进知识---美国研究型大学的发展(1900-1940)[M].王海芳,魏书亮译.保定:河北大学出版社,2008.总序1.
[12]史静寰,赵可,夏华.卡内基高等教育机构分类与美国的研究型大学[J].北京大学教育评论,2007,(2):107-119.
[13]范瑜.创建世界一流大学的目标、差距与对策[J].北京高等教育,2011,(5):29-30.
[14]北京大学社会学系主编.21世纪与中国社会学[M].北京:北京大学出版社,2004:127.
[15](美)彼得斯.交流的无奈---传播思想史[M].何道宽译.北京:华夏出版社,2003.6-7.
[16]Joseph A.Devito.Essentials of Human Communication[M].New York,NY:Harper Collins College Publishers,1993.6-8,11.
[17]W.Paul Vogt.Quantitative Research Methods for Professionals[M].Bostono New Yorko San Francisco:Pearson Education,2005.113-115.
[18]Daniel Muijs.Doing Quantitative in Education[M].Londono Thousand Oakso New Delhi:Sage Publications Inc,2004.73.
[19]龚放.聚焦本科教育质量:重视“学生满意度”调查[J].江苏高教,2012,(1):1-4.
[20]李萍.本科生导师制问题研究---以济南大学城市发展学院为例[D].济南:山东师范大学,2008.
[21]杜智萍.牛津大学本科生导师制教学模式探析[J].大学教育科学,2006,(6):51.
[22]金敏,周祖文.儒家大学堂:长江流域的古代书院[M].杭州:浙江大学出版社,2005:180.
[23]彼得·德鲁克.管理使命、责任、实务(实务篇)[M].北京:机械工业出版社,2006:126.
[24]Jose Marphy,Karen Seashn.Handbook of Research Educational Admistration[M].San Francisco:Josseky-Bass A Wiley Company,1999.364.
(1)亦有运用历史研究法研究民国时期师生课外生活的论文,详见李艳莉2016年《山东高等教育》第2期论文《民国时期大学师生课余交往生活研究》。
(2)该调研与国内之前的调研相比,样本最大,有27所院校参与,调查了36862名学生,详见史静寰,涂冬波,王纾等论文《基于学习过程的本科教育学情调查报告2009》.
(3)中国首个顶尖大学间的高校联盟,2009年10月启动,联盟成员包括北京大学、清华大学、浙江大学、复旦大学、上海交通大学、南京大学、中国科学技术大学、哈尔滨工业大学、西安交通大学共9所高校。
(4)此学院集中了全校高考分数最高的学生,学习的专业较为齐全,就是所谓的“强化班”。
(5)来源于学生面对面访谈记录,分别为学生J,学生N,学生N,学生B、Q,学生J,学生R,学生D,学生D,学生Q。
(6)虽然辅导员被要求对学生进行职业生涯规划,但他们大多数是应届生,自己对未来觉得茫然,难以对本科生进行职业指导。
(7)来源于教师问卷开放题答案。
(8)来源于教师面对面访谈记录,分别为D教师,I教师,H教师,H教师,C教师,B教师。