本科生导师制对学生学习自主性的影响——以G大学为例  

The Influence of Undergraduate Tutorial System on Students′ Learning Autonomy——Taking G University as an Example

作　　者：张自强[1] 谢爽 Zhang Ziqiang;Xie Shuang(Guizhou University,Guiyang 550025,Guizhou,China)

机构地区：[1]贵州大学旅游与文化产业学院,贵州贵阳550025 [2]贵州大学,贵州贵阳550025

出　　处：《高等农业教育》2021年第3期75-82,共8页Higher Agricultural Education

基　　金：贵州大学2019年教学质量提升专项项目:旅游管理专业本科导师制团队式模式与评价机制(GDJXZLTS2019006);贵州大学人文社会科学研究项目:高校学生党员角色认同和行为方式研究(GDQN2018004)。

摘　　要：改革培养模式是提升学生学习自主性的制度前提。深化教育改革的本科生导师制是激发了学习自主性,还是因增强学生依赖而反向抑制,亟待检验制度效应。以G大学开展本科生导师制为例,利用580份本科生调查数据,在通过主成分法度量学生学习自主性的基础上,采用倾向得分匹配法实证检验本科生导师制影响学生学习自主性的净效应。研究发现,本科生导师制降低了学生学习自主性,下降幅度在0.04—0.25之间,但不超过10%;匹配后学生学习自主性的均值偏误从21.2%下降到9.3%,且本科生导师制对不同学生群体学习自主性的影响方向与强度不同;本科生导师制并未有助于学生的学习成绩提高和获得奖学金,进而降低了学习自主性。Reforming the training model is the prerequisite for enhancing students′ self-regulated learning.It is urgent to test the institutional effect on whether undergraduate tutorial system with deep education reform stimulate self-regulated learning or cause retroactive inhibition by increasing students’ dependence.Taking the undergraduate tutor system carried out in G university as an example, using 580 survey data of undergraduates, the principal component method is used to measure students′ self-regulated learning.And then, the net effect of the undergraduate tutor system on students′ self-regulated learning is empirically tested by propensity score matching method.The research results show that the undergraduate tutorial system reduces students’ self-regulated learning by 0.04-0.25,but not more than 10%.After matching, the mean deviation of students’ self-regulated learning drops from 21.2% to 9.3%.In addition, the direction and intensity are different for different student groups of the undergraduate tutorial system on the self-regulated learning.The undergraduate tutorial system is not conducive to improving academic performance and obtaining scholarships, thereby reducing self-regulated learning.

关 键 词：本科生导师制 学习自主性 倾向得分匹配法 教育改革 

分 类 号：G642.1[文化科学—高等教育学]