A Study On The Relationship Between Learning Involvement And Academic Achievement Of Students In High Technical Institutes Under The Perspective Of Gender

With the rapid development of high technical institutes and the increasingly strong demand of society for their quality improvement,the quality evaluation of higher vocational education pays more attention to the evaluation of learners.For a long period,male and female college students' learning engagement and academic achievement receive wide attention from society,However,in traditional education,gender stereotypes and gender education expectations have limited the development of male and female students in high technical institutes to a certain extent.Therefore,from the perspective of gender,this study focuses on and analyses the status and the relationship between college students' learning engagement and academic achievement in high technical institutes,and puts forward positive development strategies,which are conducive to improving the learning situation of male and female college students and promoting more equal and free development of both sexes.It has theoretical and practical significance for improving the quality of education in high technical institutes.The purpose of this study is to solve the question "What is a gender perspective?","What are the differences between male and female students' learning engagement and academic achievement in higher vocational colleges?","What is the relationship between college students' learning engagement and academic achievement in high technical institutes?","How to promote the equal and free development of male and female college students in high technical institutes?" and so on.In the part of theoretical exploration,the study firstly interprets the social gender perspective and determines the research orientation of male and female college students' learning engagement and academic achievement in high technical institutes.And then the study explains the connotation and theoretical basis of their learning engagement and academic achievement,constructing the integration model of gender theory,learning engagement theory and academic achievement theory.In the part of empirical research,firstly,the scale of college students' learning engagement is revised.After item analysis,exploratory factor analysis,confirmatory factor analysis and reliability and validity analysis,the scale of College Students' Learning Engagement in High Technical Institutes(simplified version)is determined.Then,combined with Wu Shuangshuang' s revised Academic Achievement Scale of College Students(2013),the questionnaire was distributed to college students in four higher vocational colleges in Jiangsu Province.The questionnaire included learning input(quality of teacher-student interaction,degree of students' academic challenge,level of active cooperation,degree of students' efforts and degree of support of educational environment)and academic achievement(academic effectiveness,task performance,interpersonal promotion and social comparison).Two variables are used to investigate the learning status of college students in high technical institutes.Finally,combined with the influence factors of gender,this paper analyzed the influencing factors of the relationship between learning engagement and academicachievement of higher vocational college students from the internal and external aspects.In the part of qualitative research,through case interviews,we can get a better understanding of the status,relationship and differences between male and female college students' learning engagement and academic achievement.Furthermore,we can summarize the problems of students' learning engagement and academic achievement in high technical institutes from the student level,teacher level and curriculum level.Finally,aiming at the status and existing problems of the relationship between learning engagement and academic achievement of high technical institutes students,the development strategies are proposed from the perspective of gender,mainly including the following aspects: first,create a new gender cultural environment actively.Second,cultivate students' self-learning consciousness effectively.Third,integrate and optimize the curriculum allocation of high technical institutes.Fourth,pay attention to improving the quality of teachers in high technical institutes.