本科生学习性投入研究的新动向及其启示

摘要/Abstract

摘要： 学习性投入是教育质量的主要影响因素。为给我国高水平本科教育建设提供新的国际视角,对2015-2019年国际学界本科生学习性投入研究文献进行计量学分析,勾勒国际学界本科生学习性投入研究的知识图谱。研究发现,伴随着某些研究领域热度的增加,学习性投入研究年度发文量增幅明显提高;研究机构、活跃作者之间竞争加剧的同时,我国已超越加拿大,名列世界第四;高质量的研究集中于翻转课堂、研究体验和有效反馈等方面;热点问题也被课堂投入的影响因素、课前学习中的学生表现、个人和院校背景特征等取代。国际学界本科生学习性投入研究的新动向,或许可为我国开展相关研究,乃至高水平本科教育建设提供重要启示。

关键词: 学习性投入, 知识图谱, 高水平本科教育

Abstract: Student engagement is the main factor affecting the quality of education. A bibliometric analysis of the research literature on the international undergraduate student engagement research from 2015 to 2019 was made to outline the knowledge graph of the international undergraduate engagement research to provide an international perspective for the construction of high-level undergraduate education in China. The study found that with the heating increase in some research fields, the annual increase in the number of articles issued by student engagement research has increased significantly. While the competition between research institutions and active authors intensifies, China has surpassed Canada and ranked the fourth in the world. High-quality research focuses on flipped classroom, research experience and effective feedback. Hot topics are replaced by the influencing factors of classroom engagement, student performance in pre-class learning, personal and institutional background characteristics. The new tendency of the international undergraduate engagement research provides an important implication for China to carry out related research, and even the construction of high level undergraduate education.

Key words: student engagement, knowledge graph, high-level undergraduate education

中图分类号:

G642

巩红冬. 本科生学习性投入研究的新动向及其启示[J]. 曲靖师范学院学报, 2021, 40(1): 15-24.

Gong Hongdong. New Tendency and Implication of Undergraduates Engagement Research[J]. Journal of Qujing Normal University, 2021, 40(1): 15-24.

参考文献

[1] 巩红冬. 本科生学习投入研究的现状、特征及启示——基于近5年SSCI论文的可视化分析[J].现代教育论丛,2019(04):56-63.
[2] 李杰,陈超美.CiteSpace:科技文本挖掘及可视化[M].北京:首都经济贸易大学出版社,2016:141-203.
[3] Yin,H.What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research[J]. Higher Education, 2018(5): 827-847.
[4] Yin, H. Wang, W. Undergraduate students’ motivation and engagement in China: an exploratory study[J]. Assessment & Evaluation in Higher Education, 2016(4): 601-621.
[5] Zhang, Y. Yin, H. Zheng, L. Investigating academic dishonesty among Chinese undergraduate students: does gender matter?[J]. Assessment & Evaluation in Higher Education, 2018(5): 812-826.
[6] Yin, H. Ke, Z. Students’ course experience and engagement: An attempt to bridge two lines of research on the quality of undergraduate education[J]. Assessment & Evaluation in Higher Education, 2017(7):1145-1158.
[7] Yin, H. Han, J. Lu, G. Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: the mediation of teacher engagement[J]. Teaching in Higher Education, 2017(7):766-784.
[8] Gilboy, M. B. Heinerichs, S. Pazzaglia, G. Enhancing Student Engagement Using the Flipped Classroom[J]. Journal of Nutrition Education and Behavior, 2015(1):109-114.
[9] Rodenbusch, S. E.Hernandez, P. R.Simmons, S. L.et al. Early Engagement in Course-Based Research Increases Graduation RatesS. L. Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering,Mathematics Degrees[J]. CBE-Life Sciences Education, 2016(2):ar20-ar20.
[10] Winstone, N. E. Nash, R.A. Rowntree, J.et al.‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience[J]. Studies in Higher Education, 2017(11):2026-2041.
[11] Cooper, K. M. Anna, K. Brownell, S. E. Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology[J]. Advances in Physiology Education, 2018(2):200-208.
[12] Esterhazy, R. Damsa, C. Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments[J]. Studies in Higher Education, 2017(2): 260-274.
[13] Olimpo, J. T. Fisher, G.R. Dechenne-Peters, S. E. Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students Content Knowledge, Attitudes,Motivation in a Majors Introductory Biology Course[J]. CBE-Life Sciences Education, 2016(4):ar72-ar72.
[14] Haeger, H. Fresquez, C. Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences[J]. CBE-Life Sciences Education, 2016(3):ar36-ar36.
[15] Wood, A. K. Galloway, R. Donnelly, R.et al. Characterizing interactive engagement activities in a flipped introductory physics class[J]. Physical Review Physics Education Research, 2016(1):010140(1)-010140(15).
[16] Morton, C. E. Saleh, S. N. Smith, S. F.et al. Blended learning: how can we optimise undergraduate student engagement?[J]. BMC Medical Education, 2016(16): ar195- ar195.
[17] Cavanagh, A. J. Aragón, O. R. Chen, X.et al. Student Buy-In to Active Learning in a College Science Course.[J]. CBE - Life Sciences Education, 2016(3):ar76-ar76.
[18] Mcnally, B. Chipperfield, J. Dorsett, P. et al. Flipped classroom experiences: student preferences and flip strategy in a higher education context[J]. Higher Education, 2017(2):281-298.
[19] Yilmaz, R. M. Baydas, O.An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom[J]. Educational Technology Research and Development, 2017(6): 1547-1567.
[20] White, P. J. Naidu, S. Yuriev, E. et al. Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type[J]. American journal of pharmaceutical education, 2017(9):10-23.
[21] Wang, Hsu F .An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system[J]. Computers & Education, 2017(6):79-91.
[22] Luo, H. Yang,T. Xue, J. et al. Impact of student agency on learning performance and learning experience in a flipped classroom[J]. British Journal of Educational Technology, 2019(2):819-831.
[23] Asmar, C. Page, S. Radloff, A. Exploring anomalies in Indigenous student engagement: findings from a national Australian survey of undergraduates[J]. Higher Education Research & Development, 2015(1):15-29.
[24] Farr-Wharton, B. Charles, M. B. Keast, R. et al. Why lecturers still matter: the impact of lecturer-student exchange on student engagement and intention to leave university prematurely[J]. Higher Education, 2017(1):167-185.
[25] Carpente, J. Dearlove, J. Marland, James.Student skills and the Bradley agenda in Australia[J].Higher Education Research & Development, 2015(2):284-297.
[26] Myers, C. B. Myers, S. M.The use of learner-centered assessment practices in the United States: the influence of individual and institutional contexts[J]. Studies in Higher Education, 2015(10):1904-1918.
[27] Gale, J. Ooms, A. Newcombe, P. et al. Students’ first year experience of a BSc (Hons) in nursing: A pilot study[J]. Nurse Education Today, 2014(1): 256-264.
[28] Zhang, Z. Hu, W. McNamara, O. Undergraduate student engagement at a Chinese university: a case study[J]. Educational Assessment, Evaluation and Accountability, 2015(2):105-127.
[29] 中华人民共和国教育部.教育部关于加快建设高水平本科教育全面提高人才培养能力的意见[EB/OL]. (2018-10-8) [2020-11-23]http://www.moe.gov.cn/srcsite/A08/s7056/201810/t20181017_351887.html.
[30] Pace C. R.Achievement and the Quality of Student Effort[R]. Paper presented at a Meeting of the National Commission on Excellence in Education, 1982: 1-40.
[31] Chickering, A. W. Gamson, Z. F.Seven Principles for Good Practice in Undergraduate Education[J]. AAHE Bulletin, 1987(7):3-7.
[32] 中华人民共和国教育部. 教育部关于一流本科课程建设的实施意见 [EB/OL]. (2019-10-30) [2020-11-23] http://www.moe.gov.cn/srcsite/A08/s7056/201910/t20191031_406269.html.
[33] Astin A. W.Student Involvement: A Development Theory for Higher Education[J]. Journal of College Student Development, 1984(5):518-529.
[34] Mclean, S. Attardi, S. M. Faden, L. et al. Flipped classrooms and student learning: not just surface gains[J]. Advances in Physiology Education, 2016(1):47-55.
[35] O’Flaherty, J. Phillips, C. The use of flipped classrooms in higher education: A scoping review[J]. The Internet and Higher Education, 2015(2):85-95.
[36] Castle T. D.J. The impact of cooperative learning on the development of need for cognition among first-year college students[D]. The University of Iowa, 2014:1-87.
[37] 国家民委教育科技司,教育部民族教育司编.蓬勃发展的中国民族院校[M].北京:中央民族大学出版社,2006:1.
[38] Kuh, G.D. Kinzie, J. Buckley, J.A. et al. What Matters to Student Success: A Review of the Literature[R]. Commissioned Report for the National Symposium on Postsecondary Student Success Spearheading a Dialog on Student Success. 2006:1-156.
[39] 王世忠,邹筱雯.民族院校大学生学习性投入与学习收获的影响因素研究——以N民族大学为例[J].中南民族大学学报:人文社会科学版,2016(06):187-191.