Research On The Characteristics Of Chinese Undergraduates' Learning Based On The Moral Concept Of Effort

Nowadays,the research on the localization of Chinese undergraduates' learning is on the rise.Based on the Chinese scholar Li Jin's cultural tradition of "mind-oriented learning model" in the West and "virtue-oriented learning model"in the East,the study of different learning practices of Eastern and Western learners is attracting more and more attention.Based on the differences between"mind-oriented" and "virtue-oriented"learning modes,this study explores the characteristics of Chinese Undergraduates'learning behavior based on the dimension of "the moral concept of effort" in Confucian learning culture.This study applies questionnaire surveys and in-depth interview survey methods.The sample of the questionnaire is the undergraduate students who participated in forty-two general education courses offered by Nanjing University in the spring 2017 semester.The interviewees were twenty-six undergraduate students at Nanjing University.This research mainly focuses on:the difference between the deep approach and the learning result of the college students who hold different moral concept of effort;the relationship between the individual's moral concept of effort and the deep approach and learning results for all the samples of undergraduates;Whether there is a mediating effect of deep approach between undergraduates' moral concept of effort and learning outcomes.The in-depth interview method is a supplementary explanation for the predictive model of undergraduates' learning behavior constructed in this study.This study adopts the convenience sampling principle,selects twenty-six undergraduates from Nanjing University,and adopts a semi-structured approach to conduct one-on-one separate WeChat telephone interviews.The content of the interview mainly focuses on three core issues,such as "If you affirm/deny the moral concept of effort,what benefits/obstacles do you think it will bring to individual learning?" Through the transcription and coding of the interview content,the five types of the moral concept of effort themes are finally obtained:"approval of the moral concept of effort and its reasons","contemporary connotation of the moral concept of effort","integration of the moral concept of effort and the utilitarian effort values ","promotion of the moral concept of effort to the development of deep learning method and critical thinking","Significance of the moral concept of effort".This is conducive to further explaining the mechanism of the moral concept of effort on contemporary undergraduates' deep approach and learning outcomes.With the help of SPSS19.0and AMOS21.0 software to analyze quantitative dataand combine the three levels of content in the in-depth interview,this study has obtained four research conclusions.1.Contemporary undergraduates generally hold a relatively strong stance of the moral concept of effort,and can better use the deep approach,while the individual's critical thinking development and learning satisfaction level are relatively high.The undergraduates score 4.076,3.803,4.326 and 4.513 respectively on the four variables of" the Moral Concept of Effort "Deep Approach","Critical Thinking Development" and "Learning Satisfaction",which were higher than 3.5(full score six).2.The groups of the undergraduates with high,medium and low levels of the moral concept of effort have very significant differences in deep approach and learning outcomes.The deep approach and learning outcomes increase with the rise of the level of the moral concept of effort.3.For all the samples of undergraduates,the moral concept of effort is positively correlated with deep approach,critical thinking development and learning satisfaction.After controlling individual background variables,the moral concept of effort has a significant positive effect on deep approach.On this basis,after continuing to control the variable of deep approach,the moral concept of effort has a significant positive effect on critical thinking development and learning satisfaction.4.The deep approach is an important mediator of the moral concept of effort to predict the learning outcomes.In the prediction of the development of critical thinking and the satisfaction of learning,the mediating effects of deep approach account for 68.8%and 55.9%,respectively.Based on the above research conclusions and existing related theories,this study will discuss the following three aspects.First,the moral concept of effort is generally strong and long-lasting in the contemporary Chinese undergraduates groups.Chinese undergraduates score 4.076 points on the variables of the moral concept of effort,which is much higher than the average score of 3.5 points(out of six points).Among twenty-six respondents,the twenty-two clearly express that they have the moral concept of effort or agree with the moral concept of effort.Second,deep learning is the mediating factor of striving for the moral concept of effort to promote high-quality learning outcomes.Third,it is of great significance to respect the learning values of the moral concept of effort,to understand the reasons for the endeavor of the moral concept of effort,and to examine the contemporary significance of the moral concept of effort.Based on the above research conclusions and discussions,this paper attempts to propose three recommendations as follows.First,we should pay attention to the promotion effect of the moral concept of effort on deep learning and realize the cultural characteristics of Chinese undergraduates' learning.Second,we should inherit the significance of the moral concept of effort and stimulate its local vitality.Third,we should learn from the multi-learning culture and develop the learning mode of "virtue+mind".At the end of this paper,the author discusses the insufficiency of this study,and looks forward to the future study of Chinese college undergraduates' moral concept of effort and learning behavior.