中美研究型大学本科生学习经历满意度的比较研究——基于SERU调查的实证分析  

Comparing Undergraduates' Satisfaction with Learning Experiences between Research Universities in China and US——Empirical Analysis based on the SERU Survey

作　　者：吕林海[1] 龚放[1] 

机构地区：[1]南京大学教育研究院,江苏南京210093

出　　处：《清华大学教育研究》2016年第2期24-34,共11页Tsinghua Journal of Education

基　　金：2014年度教育部人文社会科学规划基金"国际比较视野下的中国大学生创新能力及学习环境对其的影响机制研究"(14YJA880049);2012年度江苏省社科基金"创新人才培养与大学生学习的深度变革研究"(12JYC012)

摘　　要：学生学习经历满意度因直接体现了学习者主体的感受和体验,而被普遍认可为一种较为客观和准确的本科教育质量的测评指标。通过问卷调查法,本研究发现,中国研究型大学的本科生在学习经历的满意度上明显低于美国同类大学,其中,在整体学术经历满意度和整体社交经历满意度上的差距最为显著。在影响学习经历满意度的过程性变量中,"师生互动"是最关键的影响因素,而"深层学习"、"课堂讨论"、"学习努力"和"不良习惯"等也都对满意度有显著影响。关注欧美高校普遍采用的基于满意度的院校质量测评和跟踪机制、确立"为学生成长和发展服务"的办学理念、重视师生互动的特质和精髓、设计能够提升学生学习投入度和成就感的优质学习环境,是中国高教界必须深入思考并努力尝试的重要举措。It is widely accepted that students＇ learning experience satisfaction is an effective and accurate index to describe undergraduate education quality because it directly and deeply reflects learners＇ feelings,understanding and experience.Based on a survey,this study finds that Chinese undergraduate students were significantly less satisfied with their learning experiences than were their US counterparts,and the gap was especially large in overall academic experience satisfaction and overall social experience satisfaction.Of all factors affecting learning experience satisfaction,faculty-student interaction was the most critical.Factors such as deep learning,classroom discussion,learning endeavor,and bad habits had significant though smaller effects.Based on the findings,the authors make the following suggestions for further research and practice：paying more attention to the college quality evaluation and tracking system based on undergraduates＇ satisfaction,establishing the concept of serving students＇ development,pondering about the nature and essence of faculty-student interaction,and designing a learning environment aimed to enhance learning engagement.

关 键 词：研究型大学 学习经历满意度 I-E-O模型 

分 类 号：G645[文化科学—高等教育学]