A Study On The Learning Input Of Normal University Students

The quality of higher education has been a widely concerned issue worldwide.The academic quality of higher education on the various evaluation methods tends toemphasis external resource evaluation but ignores internal value-added evaluation.Although the undergraduate teaching assessment methods of China higher educationso far have achieved institutionalization and standardization, traditional undergraduateteaching measure and assessment tend to put too much emphasis on college input butneglect the most direct participants in teaching activities students’ educationalharvest.This study starts from the modern educational idea Student-centeredμ，and tooksNational Survey of Student Engagement-Chinaμ(NSSE-China) questionnaire as themeasuring tool and surveys normal undergraduate of S university for their studyengagement. The author compares S university with other kinds of universities aroundthe whole country from five comparable indicators and major education processindicators, analysis the advantages and disadvantages of S university undergraduateeducation, find some problems and analyze them and thus, in the end,the author willput forward some effective proposals to enhance the quality of S universityundergraduate education.The study has indicated that:Based on the analysis of differences between S university and other universityaround the whole country on the five indicators, the score of S university on theAcademic Challenges indicator is significantly lower than national average norm, thescore of S university on the Active and Collaborative Learning indicator andEnriching Educational Experiences indicator are lower than the national average norm, the score of S university on the Student-faculty Interaction and Supportive CampusEnvironment indicators are lower than national norm.Based on the analysis of differences between S university and local highereducation institution on the five indicators,the score of S university on the AcademicChallenges indicator is significantly lower than local higher education institution average norm, the score of S university on the Student-faculty Interaction indicatorand Active and Collaborative Learning indicator and are lower than the local highereducation institution average norm, the score of S university on the EnrichingEducational Experiences indicator and Supportive Campus Environment indicatorsare lower than local higher education institution norm.Although based on T-test there are three indicators is negative and the other twoindicators scores were of no significant difference with these two kinds of averagenorm, the effect size shows that except for the difference on Academic Challengesindicator, the rest of these difference is of no significance in reality.Based on the analysis of differences between S university and local highereducation institution on the education process analysis diagnosis index, we know thatthe setting of course education cognition goal in S university is scientific andreasonable; the course requirements in S university is strictly accord with therequirement of similar colleges degree level; S university shows poor performance onthe course learning behavior index; the expanding study beside normal courses in Suniversity is multitudinous; the learning experience of S university students is lowerthan the average level of local undergraduate colleges and universities; S universitystudents’ self-reported education harvest is lower than the national average level oflocal undergraduate colleges and universities; S university students· degree ofsatisfaction for the school’s academic guidance is higher than the average level inlocal undergraduate colleges and universities.S university senior students· performance on five indicators overall is better thanthat of lower grade students, senior students· average learning time is higher thanfreshman students; within the higher grade, students· score on teacher-studentsinteraction, education experience and campus environment support measure indicatorsare improved.This study shows that there are some shortcomings exist in students’ learninginputs of S university compared to the national norm: lack of academic challenges,weak active cooperation in learning process, apparent shortage of teacher-studentinteraction, lack of education experience, supportive measures from school is not enough.Based on the analyses above, the author proposes the following advices:First, to improve students· academic attention, emphasized the importance oflearning time and academic effort.Second, to update course content, courseexamination way, setting up reasonable curriculum challenges. Third, to reform theteaching methods, improve teaching quality. Fourth, to strengthen the construction ofcampus environment and infrastructure, to create a good learning atmosphere forstudents. Fifth, to enrich student’s education experience, to expand student’s field ofvision. Sixth, different care should be taken for different grades of students.