不同类型生师互动及其对本科生学习效果的影响研究  

A Study on Different Types of Student-faculty Interaction and Its Effects on Undergraduates’Learning Outcomes

作　　者：徐丹[1] 戴文静 刘声涛[1] XU Dan;DAI Wenjing;LIU Shengtao(Institute of Education Sciences,Hunan University,Changsha 410082,China)

机构地区：[1]湖南大学教育科学研究院,长沙410082

出　　处：《重庆高教研究》2021年第5期82-94,共13页Chongqing Higher Education Research

基　　金：湖南省教育科学规划基金项目“湖南省双一流建设高校本科生科研参与现状、影响因素及效果研究”(XJK19AGD003)。

摘　　要：研究运用H大学“本科生就读经历调查”数据,考察不同类型生师互动水平,探究其对学生认知技能、操作及社交技能、满意度和归属感的净影响。结果表明,不同背景特征学生在不同类型生师互动水平上存在显著差异。在控制学生输入特征和其他院校环境变量后,“课程相关的生师互动”与上述所有学习效果无显著相关,“非课程的生师互动”对学生认知技能和满意度有显著正影响,“辅助教师进行研究”对所有的学习效果有显著正影响。建议院校重视生师互动价值,以制度激励教师投入生师互动;开拓生师互动渠道,为学生提供人性化课程体验;校院两级组织支持,提高本科生教师科研参与度。The data of H university’s“survey of students’learning experience”was used to investigate the difference of interaction level between the undergraduates and teachers,and its impact on students’cognitive skills,operational and social skills,satisfaction and sense of belonging was explored.The results show that there are significant differences in the level of student-faculty interaction among different gender,economic class,parents’education level,grade and subject.After controlling students’input characteristics and other institutional environment variables,“course related student-faculty interaction”has no significant correlation with all the above learning effects,while“non-course student-faculty interaction”has a significant positive impact on students’cognitive skills and satisfaction,and“assistant teacher research”has a significant positive impact on all the learning effects.It is suggested that colleges and universities should attach importance to the value of student-faculty interaction,encourage teachers to participate in student-faculty interaction by system,open up channels of student-faculty interaction to provide students with humanistic curriculum experience,and provide two-level organizational support to enhance undergraduate teachers’scientific research participation.

关 键 词：研究型大学 本科生 生师互动 学习效果 

分 类 号：G640[文化科学—高等教育学]