Study On The Learning Experience Of Excellent Undergraduates ——Picture Of Academic Life,Interaction And Achievements

Since the 1990 s,One of its signs is the establishment of the accountability mechanism of higher education based on quality.As the terminal expression of the quality of higher education,the learning experience of undergraduates is widely concerned.The current series of studies focusing on the investigation of academic conditions,while enriching educational practice and strengthening the quality diagnosis of institutions,also ignores the use of learning experience as a procedural,dynamic and contextual investigation activity.In order not to fall into the pessimism of closed structure in the critical encounter between "academic structure" and "individual initiative",we can discover and seek individual breakthroughs in the structural gaps with more possibilities and development perspectives,and at the same time emphasizing the importance of college training for undergraduate training,this research focuses on the learning experience of those undergraduates with excellent academic performance.Around this theme,the following questions are mainly included.First,what is the learning experience of excellent undergraduates? Second,what are the factors that influence the learning experience of excellent undergraduates?Third,how do excellent undergraduates interact with the college environment? Fourth,considering the richness of the content of the learning experience,what learning gains have these excellent undergraduates achieved? And what is the mechanism that contributed to their learning gains?In response to the above-mentioned problems,this research takes the case study method as the core,and adopts a combination of quality and quantity data processing methods to explore the learning experience of outstanding undergraduates.First of all,it uses image narrative method to describe the case in terms of time-space,individual-society,and qualitative change-quantitative change to describe the learning landscape of outstanding undergraduates in an all-round way;secondly,it draws on grounded theoretical thinking to construct a model of influencing factors of students'IVlearning experience;third,establish excellent undergraduates' resume database,sentiment analysis database,etc.,to conduct in-depth analysis of the influencing factors of outstanding undergraduates' learning experience;fourth,adopt process-structure analysis strategies to explore the interaction between the undergraduates and the college environment;finally,the qualitative comparative analysis is used to further explore the learning gains and formation mechanisms of outstanding undergraduates.Research has found that the learning experience of excellent undergraduates in China presents a rich and "homogeneous" life state.From the perspective of time and space,the trajectory and activity scene of undergraduates in the college environment are similar to a set prismatic area.They face the dual constraints of "capability" and "comprehensive" in a fixed prismatic area,and will differentiate their individual activities according to the importance of the learning task.Besides,in terms of individual and social dimensions,from the perspective of social roles,they are just "learners on the road".In terms of interaction,the vertical expression is a vertical teacher-student chain with teachers and students as the main body,and the horizontal expression is a consistent network with classmates,alumni and the like as the core.In terms of contact methods,it presents a contact form based on emotions,tools,and mixed relationships.For communication rules,they will look for reference groups and actively seek like-minded "circles" to establish collaborative relationships.For the qualitative change and quantitative change,they go through the trial stage of exploration,the development stage of expanding the learning domain,and so on.In terms of the factors affecting the learning experience of excellent undergraduates,learning characteristics,learning participation,college environment and family background have become the most prominent factors affecting the learning experience of undergraduates,and there are obvious differences in different genders,disciplines and types of colleges.The structural differences in institutions are fundamentally the differences in resources and rules in the institutional environment.The reason why these undergraduates perform well in academics is that they are not a group of individuals who are completely restricted by the differences in resources of different institutions such as geographical location,school level or type,but can rationalize their actions according to their personal development needs.It's mainly manifested as active learning participation,maximum filling in the prismatic area,seeking advantages and avoiding disadvantages,positive negativity,etc..Internally,through reflective monitoring,it mainly relies on students' many learning characteristics,as learning cognition,learning quality and motivation as the core,to coordinate with the various relationships in the organizational structure of the institution.They will make full use of the promotional resources and rules in the college structure,and avoid and minimize the restrictive resources and rules in the college structure.In the process of exerting their initiative,they will continue to realize the accumulation and growth of personal abilities.Finally,in terms of the learning achievements of excellent undergraduates,their learning achievements are mainly reflected in the three levels of professional knowledge and skills,internal/external social and psychological development,as well as moral values,and the combination of factors under different situations and conditions has contributed to different levels of learning gains.Nowadays,universities adopt behaviorist stimulus(S)-response mode(R)or controller-controller mode for the cultivation of undergraduates,so every individual student could look for a position in the continuum,which is composed of the dual opposing concepts of "instrumental rationality-value rationality" and "reflexive monitoring level low-high".Facing the strength of external stimulus(S)from the academy level promoted by resources and regular incentives,each individual student presents a different level of action rationality and reflection,which determines the difference in the identity of practice,and ultimately presents different levels of learning achievements(R).In the end,the research summarized and thought about possible future directions for improvement.