Research On The Related Factors Of Students' Learning Experience In General Studies In Research Universities

First-class general education is an important feature of first-class undergraduate education.In recent years,Chinese research universities have carried out general education.The implementation effect of general education is related to the quality of leading talents in all walks of life in the 21st century.So,what are the characteristics of the undergraduate study in the research university in the study of general education?How does learning engagement affect learning outcomes?Besides learning engagement,what other important factors affect learning outcomes?This is the focus of this study.Based on the existing research of domestic and foreign experts in the study of undergraduate students,this paper adopts the questionnaire on the study of N University's general course,which is compiled by the task group,and the investigation data on the study of N University's general course for undergraduate students in June,2017,investigates the students' engagement in the study of general course.This research uses George Kuh's"Development Factors Model of College Students' Development" as the basic framework of research,taking individual background variables,learning motivation,learning engagement and classroom environment perception as input variables,taking achieving the general ability to harvest and learn goals as output variables,and inspects the influence of classroom environmental perception and motivation on students' learning engagement and the relationship between learning engagement and learning achievement by adopting regression analysis.Compared with the predecessors,the innovation of this research is to refine the learning engagement dimension,increase the learning engagement dimension which is more suitable for the characteristics of Chinese students' learning behavior,and explore its unique mechanism of action.After data analysis,the main findings of this study are as follows:1.The general situation of undergraduate general education course of Nanjing University is good,the specific performance are as follows:(1)both intrinsic motivation and extrinsic motivation are strong,and the average score of intrinsic motivation is higher than extrinsic motivation;(2)the performance of virtue oriented learning engagement is better than that of mind oriented learning engagement,and the scores of cautious words and deeds,serious self-discipline and perseverance are higher,and the performance of teacher-student interaction,communication and diligence is not good;(3)in the classroom environment perception,the curriculum goal clarity,the teacher teaching level are good,the course memory is heavy;(4)the students'learning result is better,and the achievement of learning goals and the general skill gains are greatly improved.The promotion of science and humanities goal is the most obvious.2.There are significant correlations among learning motivation,learning engagement,classroom environment perception and learning achievement.The main results are as follows:(1)in the correlation analysis of learning motivation,learning engagement and learning achievement,there are significant correlations between mental orientation learning engagement and learning achievement.The correlation between the central intelligence-oriented learning engagement and the general ability to harvest is relatively high.Each dimension of learning motivation has a significant correlation with the achievement of learning objectives.(2)in the correlation analysis of learning motivation,classroom environment perception and learning achievement,there is a significant correlation between classroom environment perception and learning achievement.Among them,teachers' teaching level,curriculum goal clarity and general ability harvest have high correlation.3.Learning motivation,classroom environment perception and learning engagement have different effects on students' learning achievement.The specific performances are as follows:(1)taking the general ability harvest as the result variable,the mind-oriented learning engagement,the teacher teaching level,and the clarity of the course objectives all have a significant effect on the general ability harvest.(2)taking the learning outcome as the result variable,the self-motivation,cultivating interest motives,the virtue-oriented learning engagement,the curriculum goal clarity in the classroom environment perception all have a significant effect on learning objectives.Based on the above findings,this paper draws four conclusions:1.The intrinsic motivation has a great impact on the general course learning.The scores of interest motivation and self-cultivation motivation were higher and the effect on learning was more significant and stable.2.Teaching plays an important role.To a great extent,the teaching level affects the students' classroom experience and determines the students' learning engagement in the classroom.3."Introverted learners" is the main component.The data of large sample analysis show that,in Nanjing University's general education classes,virtue-oriented learning engagement score is higher than that of mind-oriented learning engagement,mainly as follows:(1)comply with the classroom norms,cautious speech;(2)strong autonomy.4.Virtue and mind have different roles.Mind-oriented learning engagement is more conducive to the acquisition of general ability,and the virtue-oriented learning engagement is more effective in achieving learning goals.Based on the above findings,this study proposes three suggestions:1.To stimulate students' internal motivation in general course learning,encourage them to transform external motivation into internal motivation;2.to make a breakthrough from introversion to extroversion,arousing students' enthusiasm for learning and engagement,and to cultivate innovative's consciousness.3.Improve classroom teaching for the type of course.