【作者】 王莹；

【导师】 孟倩；

【作者基本信息】 渤海大学 ， 高等教育学， 2023， 硕士

【摘要】 自21世纪以来,我国高等教育迈进普及化阶段,高等教育快速发展促使我国从人才培养规模的扩张转向人才培养质量的提升。而高校中大学生边缘化现象渐已成为高等教育内涵式发展的重要阻碍。为提升本科教育质量,国家相关部门与各大高校已出台多部实施细则与办法,指出并强调促进大学生的学习参与行为是提升大学生学习质量和高等教育质量的重要环节。基于此,本研究尝试从微观层面观照与检视学生个体学习参与边缘化现象的相关问题。本研究运用质性研究方法,以Y大学边缘化大学生群体为研究对象,选取20名对学业状态“无感”及相近描述的边缘化大学生。以为什么对学业“无感”为研究主题,分析其背后的影响因素及形成过程,以期探寻改变现状的方法。本研究将边缘化大学生群体分为顺从型、参与障碍型、独立型、排斥型四类。依据学生的发展性特征,按照背景投入、高校支持与参与、学业状态的形成三个维度,探讨外在社会互动机制与学生内部心智机能产生的双向影响效应。进一步分析解读出大学生边缘群体对学业的“无感”呈现出“茫然无知”、“无兴趣无热情”、“无助”、“无目标、无欲求”等多个梯度的意涵。研究发现,这些不同层次“无感”的形成过程中,高校对不同学生群体引导支持的缺失和不利成为诱发性原因。而不同社会背景造就的学生性格、能力、认知等个性特征则成为学业状态的生成性因素。同时,本研究有意识地考察个体所代表的学生群体边缘化的共性因素,力求从多个视角解读学业状态异化群体,为高校对多元化学生群体的教育提供理论依据。更多还原

【Abstract】 Since the 21st century,China’s higher education has entered the stage of popularization,and the rapid development of higher education has promoted the expansion of talent training mode to the improvement of talent training quality.The marginalization of college students has gradually become an important barrier to the connotative development of higher education.In order to improve the quality of undergraduate education,relevant departments of the state and universities have issued a number of implementation rules and measures,pointing out and emphasizing that the learning participation behavior of college students is an important link to promote the development of higher education.Based on this,this study further examines and examines the marginalization of students’ individual learning participation from the micro level.This study uses the qualitative research method,takes the marginalized college students in Y University,and selects 20 marginalized college students with "no feeling" and similar description of their academic status.Take the academic "no feeling" as the research theme,analyze the influencing factors and the formation process behind it,in order to explore the ways to change the status quo.In this study,the marginalized college students were divided into four categories: compliant,participatory,independent and exclusive.According to the developmental characteristics of students,according to the three dimensions of background input,university support and participation,and the formation of academic state.To explore the interactive effect of external social interaction mechanism on students’ internal mental function.Further analysis and interpretation of the "no feeling" of college students to study show "vacant and ignorant","no interest,no enthusiasm","helpless","no goal," no desire " and other gradient meaning.It is found that in the formation process of these different levels of "inductive",the lack of guidance and support for different student groups become the inducing reasons.However,students’ personality characteristics such as character,ability and cognition created by different social backgrounds become the generative factors of academic state.At the same time,this study consciously examines the common factors of the marginalized students represented by individuals,and strives to interpret the alienated groups of academic status from multiple perspectives,so as to provide theoretical basis for the education of diversified student groups.更多还原