高职学生参加专升本教育的动机与现实价值研究——基于扎根理论的探索  

Research on the Motivation and Values of Higher Vocational Students Get Involved in College-to-Undergraduate Education:Based on the Exploration of Grounded Theory

作　　者：张海平[1] 刘云霞[1] Zhang Haiping;Liu Yunxia(Shenzhen Institute of Information Technology)

机构地区：[1]深圳信息职业技术学院

出　　处：《职教论坛》2023年第11期55-62,共8页Journal of Vocational Education

基　　金：广东省教育教学改革研究与实践项目“基于企业应用场景的《数字电子技术》课程教学改革与实践”(编号:GDJG2021390),主持人:吴信忠;深圳市教育科学规划课题“先行示范区背景下深圳建设产教融合型城市的路径研究”(编号:YBFZ20025),主持人:张海平;深圳信息职业技术学院第八批校级教育教学改革研究与实践项目“职业教育与区域产业融合发展的路径研究——以深圳地区集成电路产业为例”(编号:2021dbpjgkt11),主持人:张海平。

摘　　要：为更好地给高职学生选择专升本行为的解读提供一个清晰的理论框架,运用探索性研究对44名专升本教育的毕业生进行深度访谈,基于扎根理论对高职学生参加专升本教育的内在动机与现实价值进行理论构建。研究结果表明,高职学生参加专升本教育的动机可以分为提升职业技能、跨越学历门槛和跟随他人发展三类,而专升本教育在跨越学历门槛以及拓展就业范围上有积极的作用,却在最关键的技术技能提升上停滞不前。对策建议包括政府层面推动本科层次教育协调发展、社会层面扩展技术技能人才成长空间、学校层面做好人才培养体系衔接和学生从职业生涯规划的角度理性选择是否参与专升本教育。In order to provide a clearer understanding framework for college-to-undergraduate education,the in-depth interview was conducted with 44 college-to-undergraduate education graduates.Based on grounded theory,the intrinsic motivations and values of the students were analyzed.The research results show that the motivations of college-to-undergraduate education can be divided into three categories:improving professional skills,crossing academic thresholds,and following the crowd.Meanwhile,this education plays a positive role in crossing thresholds and expanding the scope of employment.However,the progress in technical skills improvement has stagnated,served as the most critical part.Optimization approaches are listed below,including promoting the coordinated development of undergraduate education at the government level,expanding the growth space for technical and skilled talents at the social level.In addition,connecting the talent training system at the school level can be improved,and students can rationally choose whether to get involved in college-to-undergraduate education from the perspective of career planning.

关 键 词：专升本 职业教育 本科层次 扎根理论 

分 类 号：G715[文化科学—职业技术教育学]