【作者】 李旭；

【导师】 季诚钧；

【作者基本信息】 浙江师范大学 ， 高等教育学， 2014， 硕士

【摘要】 研究生教育是我国高等教育体系的重要组成部分,处于教育结构和人才培养的最高层次。高等教育质量问题最终要落实到学生的发展质量上,在培养机制改革和提高人才质量背景下,构建以学生发展为中心的人才培养观来引导学校的教育实践并促进学生的学习是世界教育发展的趋势,也是我国教育改革的新议题。学习投入理论是建立在学生学业成就提高为基础的一种质量观,从两个层面来评价教育质量：一是学生做了什么,即测量学生投入到有效学习活动中的时间和精力；二是学校做了什么,即大学是否采用有效措施吸引学生参与各项教育活动。本研究的重点是研究生“三助群体”的学习投入现状及其影响因素分析。研究生教育更加注重科学、严谨、创新,这就要求研究生进行合理有效的学习投入和学习参与。参与研究生“三助”工作已成为当前研究生培养的一个基本环节,由于这个群体具有特殊性,通过测量其学习性投入来反映研究生人才培养质量问题。本研究运用文献分析法、问卷调查法,在回顾相关学说理论的基础上,对我校研究生“三助群体”学习性投入进行分析与论述。通过问卷调查,本文以五大指标(学业挑战度、主动合作学习水平、生师互动程度、教育经验丰富度、校园环境支持度)来了解研究生“三助群体”的学习性投入状态,根据问卷调查结果探索分析影响学习投入的因素。运用SPSS软件对调查数据进行分析,得出以下结论：第一,在五大指标上,学业挑战度不足,特别是阅读量不够,写作量处于常规水平；生师互动较少,学生与教师在职业规划和发展上缺乏交流；教育经验丰富度方面,就业导向的拓展性学习行为参与度较高；校园环境支持度较高,说明学校在支持型校园建设这方面成效显著。第二,在课程教育认知目标及达成上,强调对“综合”和“判断”的达成,对低阶目标“分析”要求相对较低：认知目标不存在年级差异,但存在显著的性别特征和学科类别特征。第三,在学习行为方面,存在显著的性别特征,女生在学习时间投入、学习主动性以及能提升自身竞争力的拓展性活动上的表现优于男生；课上(下)学习行为在一定程度上存在年级特征,但在不同学科上无显著差异。更多还原

【Abstract】 Graduate education is a significant part of our country’s higher education system, it is the highest level of education structure and personnel training. The quality of higher education is closely related to the quality of students’development, under the background of reforming cultivation mechanism and improving the quality of talent, the personnel training concept of student-centered should be constructed to guide schools’education practice and improve students’learning, which is the trend of the development of word education and the new issue of education reform in our country. The student engagement theory is establishment on the foundation of improve students’academic achievements, which can evaluate the quality of education from two levels:1) what students do, to measure the time and effort of students’ participating in effective learning activities;2) what institutions do, to measure whether the institutions have taken some effective measures to attract students to participate in various education activities.This study focuses on the situation of student engagement of graduate students "three aid groups" and its influencing factors. The graduate education emphasis on scientific, rigorous and innovative, so it is important for students to do some reasonable and effective investments in learning activities. Getting involved in the "three assistants" has become an essential part of the current graduate education mode, so the problems about the personnel training quality of graduate can be reflected by measuring this group’s learning engagement because of its particularity.This study aims to analysis and discuss the situation of student engagement of graduate students "three aid groups" on the basis of reviewing the relevant theories through literature analysis and questionnaire methods. In this paper, five indicators (Level of Academic Challenge, Academic and Collaborative Learning, Students-Faculty Interaction, Enriching Educational Experience, Supportive Campus Environment)are used to reflect the situation of student engagement of graduate students "three aid groups", after analyzing the survey data by EXCEL and SPSS software, some conclusions can be drawn as follows:First, on the five indexes, students do not do well in the aspect of LAC, especially the quantity of reading is not enough, and the quantity of writing is in a normal level; teachers and students lack of interaction, especially over the communication of career planning and development; in the aspect of EEE, students are inclined to participate in some expanding learning activities which is employment-oriented; the SCE is in a high level, it reveals the school achieves great goals in building supportive campus.Second, on the cognitive goals of course education, the skill of "comprehensive" and "judgment" is emphasized, the requirements is relatively low for low-level target "analysis"; the cognitive degree of course education do not appear grade differences, but there were significant differences on gender and subject.Third, it appears significant gender differences in the aspect of learning behaviors, girls do better than boys in the investment of study time, learning initiative, and some expanding activities which can enhance their competitiveness; it appears grade differences to some extent on the learning behaviors in class and after class, but it has no subject differences.更多还原