本科生海外访学的成效及影响因素研究  

Assessing Study Abroad: Student Learning and Development and the Factors that Affect the Outcomes

作　　者：岑逾豪 江雨澄 刘俭[3] CEN Yu-hao;JIANG Yu-cheng;LIU Jian(Graduate School of Education,Shanghai Jiao Tong University,Shanghai,200240;Education School,University of Southampton,United Kingdom;International Affairs Division,Shanghai Jiao Tong University,Shanghai,200240)

机构地区：[1]上海交通大学高等教育研究院,上海200240 [2]南安普顿大学教育学院,英国 [3]上海交通大学国际合作与交流处,上海200240

出　　处：《清华大学教育研究》2020年第3期110-121,共12页Tsinghua Journal of Education

基　　金：上海交通大学教学发展中心国际化专项基金“本科生海外访学项目效果评估”(CTLD17D4001)。

摘　　要：本研究基于大学生成长金字塔理论和跨文化成熟发展模型,评价本科生海外访学在学习和发展两个层面的成效,以学业成就、学术兴趣、社会应变力和职业准备评价学习层面的成长,用跨文化成熟的六个子维度评价发展层面成长,并探究影响学习和发展的个体和环境因素。对“全球视野量表”进行文化适应和效度检验,形成了跨文化成熟发展的中文版评估工具。研究发现:海外访学本科生多来自大城市、父母高学历的中产以上家庭;学生背景因素中,只有学习成绩显著影响海外访学本科生的学业成就和学术兴趣;访学项目特征中,只有访学时长显著影响海外访学本科生的社会应变力和职业准备;赴欧洲学生的学术兴趣提升更明显,赴大洋洲和欧洲学生的社会应变力提升显著高于北美和亚洲访学生。研究还发现:跨文化成熟发展程度不受个体或项目特征影响,而取决于本科生在海外教育活动中的投入;有效促进跨文化成熟发展的海外学习经历包括联课活动、课程讨论和小组汇报以及多元文化体验。Informed by the Pyramid Model of College Student Growth and the developmental model of intercultural maturity,this study assessed learning and developmental outcomes of undergraduates who had studied abroad,and explored the factors that affected the outcomes.The outcomes included academic achievement,academic interest,adaptation,career preparation,and intercultural maturity.The Global Perspective Inventory was adapted and validated in the Chinese context.Students in study abroad programs were from upper middle class families with college-educated parents in big cities.Academic rankings in home institutions affected academic achievement and interest acquired from study abroad experiences.Length of study abroad had significant effect on social adaptation and career preparation.Students in European programs showed the most increase in academic interest,while those who went to Australia and Europe had the most gain in social adaptation.It was also found that the development of intercultural maturity was not affected by individual or program traits,but by student engagement in three types of educational practices while abroad:co-curricular activities,discussions and presentations in class,and multi-cultural experiential learning.

关 键 词：学习成果评估 学生发展评估 大学生成长金字塔理论 跨文化成熟发展模型 

分 类 号：G648.9[文化科学—高等教育学]