学情视角下大学生课程思政学习获得感探究  

The Research on the Sense of Gain in Ideological and Political Education in the Curriculum for College Students from the Perspective of Learning Situation

作　　者：金辉[1] 李支东[1] 周潇[1] JIN Hui;LI Zhidong;ZHOU Xiao(School of Economics and Management,Jiangsu University of Science and Technology,Zhenjiang Jiangsu 212100,China)

机构地区：[1]江苏科技大学经济管理学院,江苏镇江212100

出　　处：《江苏科技大学学报（社会科学版）》2024年第1期90-100,共11页Journal of Jiangsu University of Science and Technology(Social Science Edition)

基　　金：江苏省教育科学“十四五”规划课题“立德树人视阈下经管类专业学生课程思政学习获得感的提升路径与对策:基于教情+学情调研”(C-c/2021/01/08);江苏省高等教育教改研究课题一般项目“新时代高校经管类专业课程思政建设的理论与实践研究”(2021JSJG333);江苏科技大学本科教育教学改革研究重点课题“工商管理专业课程思政建设的理论研究与实践探索:以江苏科技大学为例”(XJG2021003)。

摘　　要：大学生课程思政学习获得感是衡量高校课程思政建设成效的关键指标。学习动机、学习氛围、学习资源是具有代表性的学情因素,引入学习投入和学业自我效能感作为中介和调节变量,有利于系统探究学情因素对课程思政学习获得感的影响机理。基于对497名江苏高校经管类专业本科生的问卷调查结果可以发现:学习动机、学习资源、学习氛围显著正向影响课程思政学习获得感;学习投入在学习动机、学习资源、学习氛围与课程思政学习获得感间起部分中介作用;学业自我效能感既正向调节学习动机、学习资源、学习氛围与学习投入间的关系,又正向调节学习投入在学习动机、学习资源、学习氛围与课程思政学习获得感间的中介作用。College students'sense of gain in ideological and political learning is a key indicator for measuring the effectiveness of ideological and political education in university courses.Introducing learning engagement and academic self-efficacy as mediating and moderating variables is conducive to systematically exploring the impact mechanism of learning situation factors on the sense of achievement in ideological and political education in courses.Introducing learning engagement and academic self-efficacy as mediating and moderating variables is beneficial for systematically exploring the impact mechanism of learning situation factors on the sense of achievement in ideological and political education in the curriculum.Based on the questionnaire survey results of 497 undergraduate students majoring in economics and management in Jiangsu universities,the following conclusions can be drawn.Learning motivations,learning resources and learning atmosphere significantly positively affect the sense of gain in ideological and political education in the curriculum.Learning engagement plays a partially mediating role between learning motivations,learning resources,learning atmosphere and the sense of gain in ideological and political education in the curriculum.Academic self-efficacy not only positively moderates the relationship between learning motivations,learning resources,learning atmosphere and learning engagement,but also positively moderates the mediating effect of learning engagement between learning motivations,learning resources,learning atmosphere and the sense of gain in ideological and political education in the curriculum.

关 键 词：学情因素 学习投入 学业自我效能感 课程思政学习获得感 

分 类 号：G641[文化科学—高等教育学]