研究型大学转专业意向学生学习经历的实证研究
|
摘要
在教育资源有限的情况下,现有高校必然存在一定数量的由于种种原因无法进入心仪专业的转专业意向大学生。本研究利用H大学本科生就读经历调查数据,比较转专业意向大学生与无转专业意向大学生的学习经历差异,发现来自农村、家庭属中低收入及以下阶层、父母未接受过高等教育和从事社会地位较低的职业、就读理学学科的学生进入大学后更有可能产生转专业意向;这一学生群体无论在一般性学习投入和专业课程投入水平,还是在学习成绩、关键能力增长、对院校经历的满意度和归属感水平上均不如无转专业意向大学生群体,且部分指标差异达到中等程度。院校需要加大对转专业意向学生群体的关注;通过专业导论课程的教学加强学生专业归属感;推动跨学科人才培养实现人才培养模式的根本变革。
Under the circumstance of limited educational resources, there must be a certain number of college students who are unable to enter their favorite major due to various reasons By using data obtained from the SERU(Student Experiences in Research University)this study compared the students who wanted to change their major with the students who satisfied their major on the input characteristics, college environments and learning effects.The study shows: the students who come from rural areas, their parents without higher education and the occupation in lower social status, low income, subject background belongs to science and so on are more likely to have intention to change their major. What's more, after entering the University, the students who wanted to change their major perform worse than the students who satisfied their major both in the interactive with institutes and the performance of learning effect, and the differences of the part of the index reach a moderate degree. Universities should pay more attention to the group of students who intend to change their major; Strengthen students' professional sense of belonging through the teaching of professional introduction course; Promote interdisciplinary personnel training to realize the fundamental change of personnel training mode.
Under the circumstance of limited educational resources, there must be a certain number of college students who are unable to enter their favorite major due to various reasons By using data obtained from the SERU(Student Experiences in Research University)this study compared the students who wanted to change their major with the students who satisfied their major on the input characteristics, college environments and learning effects.The study shows: the students who come from rural areas, their parents without higher education and the occupation in lower social status, low income, subject background belongs to science and so on are more likely to have intention to change their major. What's more, after entering the University, the students who wanted to change their major perform worse than the students who satisfied their major both in the interactive with institutes and the performance of learning effect, and the differences of the part of the index reach a moderate degree. Universities should pay more attention to the group of students who intend to change their major; Strengthen students' professional sense of belonging through the teaching of professional introduction course; Promote interdisciplinary personnel training to realize the fundamental change of personnel training mode.
引文
[1]Astin,A.W.What matters in college?Four Critical Years Revisited[M].San Francisco:Jossey-Bass,1993:388.
[2]Astin,A.W.The Methodology of Research on College Impact,Part One[J].Sociology of Education,1970(3):225
[3]Astin,A.W.Assessment for Excellence:The Philosophy and Practice of Assessment and Evaluation in Higher Education[M].New York:Macmillan Publishing Company,1991:61-62..
[4]Cohen.J.Statistical power analysis for the behavior sciences[M].New York:Academic Press,1969:22-66.
[5]章建石.增值评价法---关注学生的实际进步[J].评鉴,2007(8):3-4.
[6][法]P.布尔迪约J.C.帕斯隆.继承人---大学生与文化[M].刑克超,译.北京:商务印馆,2002:8.
[7]陈新忠,未增阳.社会分层视阀下高等教育机会公平研究[J].华中农业大学学报(社会科学版),2013(2):137-142.
[8]莲蓉,杨丽娴.吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报,2005,37(5):632-636.
[9]徐琳,唐晨,钱静,秦虎,孟慧.大学生专业兴趣度与转专业倾向及行为的关系[J].心理研究,2011,4(3):72-76.
[10]陈国鹏.心理测验与常用量表[M].上海:上海科学普及出版社,2005:126-127.
[11]Milsom.Satisfaction with college major:A grounded theory study[J].Nevada Journal,2015,35(2):5-14.
[12]Pascarella,E.T,Terenzini,P.T How College Affect Students:A Third Decade of Research[M].San Francisco:Jossey-Bass Publisher,2005:68,605,37-45.
[13]Hughes,R&Pace.C.Using the NSSE to study student retention and withdrawal[J].Progress,Trends and Practices in Higher Education,2003(15)13-15.
[14]KUH.G.D.Assessing what really matters to student learning[J].Change.2001,33(3):10-17.
[15]张继平.高质量高等教育公平的主要特点及实现机制[J].高等教育研究,2006(39):13-18.
[16]陈培玲,贺荣繁.大学生专业归属感研究[J].理论观察,2015(2):137-139.
[17]王萍,王琳.“大类招生,分类培养”模式下专业选择与专业认同关系的实证研究[J].浙江理工大学学报(社会科学版),2017(4):176-181.
[18]杨晓敏,李全意.专业导论课程教学改革与实践[J].中国电力教育,2011(2):62-63.
[19]潘琰,郭飞君.对高校跨学科人才培养的思考[J].教育与职业,2014(6):50-51.
[2]Astin,A.W.The Methodology of Research on College Impact,Part One[J].Sociology of Education,1970(3):225
[3]Astin,A.W.Assessment for Excellence:The Philosophy and Practice of Assessment and Evaluation in Higher Education[M].New York:Macmillan Publishing Company,1991:61-62..
[4]Cohen.J.Statistical power analysis for the behavior sciences[M].New York:Academic Press,1969:22-66.
[5]章建石.增值评价法---关注学生的实际进步[J].评鉴,2007(8):3-4.
[6][法]P.布尔迪约J.C.帕斯隆.继承人---大学生与文化[M].刑克超,译.北京:商务印馆,2002:8.
[7]陈新忠,未增阳.社会分层视阀下高等教育机会公平研究[J].华中农业大学学报(社会科学版),2013(2):137-142.
[8]莲蓉,杨丽娴.吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报,2005,37(5):632-636.
[9]徐琳,唐晨,钱静,秦虎,孟慧.大学生专业兴趣度与转专业倾向及行为的关系[J].心理研究,2011,4(3):72-76.
[10]陈国鹏.心理测验与常用量表[M].上海:上海科学普及出版社,2005:126-127.
[11]Milsom.Satisfaction with college major:A grounded theory study[J].Nevada Journal,2015,35(2):5-14.
[12]Pascarella,E.T,Terenzini,P.T How College Affect Students:A Third Decade of Research[M].San Francisco:Jossey-Bass Publisher,2005:68,605,37-45.
[13]Hughes,R&Pace.C.Using the NSSE to study student retention and withdrawal[J].Progress,Trends and Practices in Higher Education,2003(15)13-15.
[14]KUH.G.D.Assessing what really matters to student learning[J].Change.2001,33(3):10-17.
[15]张继平.高质量高等教育公平的主要特点及实现机制[J].高等教育研究,2006(39):13-18.
[16]陈培玲,贺荣繁.大学生专业归属感研究[J].理论观察,2015(2):137-139.
[17]王萍,王琳.“大类招生,分类培养”模式下专业选择与专业认同关系的实证研究[J].浙江理工大学学报(社会科学版),2017(4):176-181.
[18]杨晓敏,李全意.专业导论课程教学改革与实践[J].中国电力教育,2011(2):62-63.
[19]潘琰,郭飞君.对高校跨学科人才培养的思考[J].教育与职业,2014(6):50-51.