“双一流”行业高校本科生STEM学习意愿影响因素研究  

Research on Affecting Factors of STEM Learning Willingness of Undergraduates in "Double First-Class" Industry Universities

作　　者：白逸仙[1] 张建良 BAI Yi-Xian;ZHANG Jian-Liang(Academic Affairs Office,North China Electric Power University,Beijing 102206,China;School of Education,Renmin University of China,Beijing 100872,China)

机构地区：[1]华北电力大学教务处,北京102206 [2]中国人民大学教育学院,北京100872

出　　处：《华北电力大学学报（社会科学版）》2019年第3期126-134,共9页Journal of North China Electric Power University(Social Sciences)

基　　金：国家自然科学基金青年科学基金项目“基于STEM教育理念的高水平行业特色型高校工程人才培养改革与政策研究”(71704054)

摘　　要：行业高校的一流本科教育是“双一流”建设的重要内容。多年来,我国行业高校人才培养仍存在一些问题,导致本科生技能单一、通用能力不强、跨界整合能力薄弱。引入STEM教育理念指导教育变革,以培养适应新经济发展的工程科技人才势在必行,本科生的STEM学习意愿是行业高校开展STEM教育的前提条件。本文围绕“双一流”行业高校本科生STEM学习意愿这一主题,通过问卷调查分析等方法,测量影响本科生STEM学习意愿的影响因素。研究发现:行为态度、学习方法、能力认知和教学管理这四个因素均与本科生接受STEM教育意愿显著正相关。本科生STEM学习意愿在每个因素上因为个体差异而存在显著不同。为此,建议学校增强本科生STEM学习意愿激励政策的针对性;增强对学生课程实践和学习空间的支持力度;把跨学科的学习作为教学改革的重要方向。The first - class undergraduate education is the top priority in the construction of“Double First-Class” industry universities. Over the years, there are still some serious problems in the talent cultivation of industry colleges and universities in China, such as disciplinary barriers, conflicts between teaching and scientific research, general education and professional education. It is imperative to introduce STEM education concept to guide educational reform, so as to cultivate engineering and science and technology talents adapted to the new economy. Undergraduates′ STEM learning willingness is the prerequisite for STEM education in colleges and universities in the industry. This article focuses on the topic of STEM learning willingness of undergraduates in“Double First-Class” industry universities. Questionnaires, factor analysis, correlation analysis, t-test, one-way analysis of variance and other methods are used to measure the impact. The study found that cognitive ability, behavioral attitudes, learning methods and teaching management are all significantly related to undergraduates′ willingness to receive STEM education, and both are positively related. Undergraduates′ willingness to study in STEM differs in each dimension from individual factors, and there are significant differences in 9 aspects such as gender, grade, and industry type. To this end, the following recommendations are made: the universities should strengthen the pertinence of the incentive policy of undergraduate STEM learning willingness;strengthen the support for students′ curriculum practice and learning space;take interdisciplinary learning as an important direction of teaching reform.

关 键 词：“双一流”行业高校 STEM教育 影响因素 

分 类 号：G642[文化科学—高等教育学]