A Study On The Learning Engagement Of Students With Academic Risk

In August 2018,"Notice on the Implement of the Spirit of the National Undergraduate Education Conference in the New Era(JGH [2018] No.8)" was issued by the Ministry of Education.The notice requires that the teaching process of undergraduate education should be increasingly strict,and the management of learning process should be strengthened.At the same time,it is proposed to eliminate the "worthless lectures",promote the difficulty and depth of relevant courses,resolutely abolish the "final clear exam(which refers to the last exam for students with academic risk before graduation)"system and effectively improve the quality of teaching through various means.The release of this education policy not only improves the quality of undergraduate education,but also increases the difficulty of undergraduate students to complete their studies with high quality and aggravates the academic risks of students.Specially,the news that "the undergraduates have been expelled,repeated grades and delayed graduation because of academic problems" has been constantly exposed in recent years,which warns the seriousness of the academic risks of college students under the requirement of high-quality education.Based on the theory of input-output and risk management,this article focuses on "the problems of students with academic risk" and takes the undergraduates of Z university as the research objects.Meanwhile,the literature analysis method,questionnaire survey method and semi-structured interview are used to empirically study the academic risk and learning engagement of the students of University Z,analyze the influencing factors of academic risk and control countermeasures.According to the survey data,four perspectives can be concluded.Firstly,there is a negative correlation between the degree of academic risk and learning engagement.Secondly,the degree of academic risk differs in gender,professional type,grade,and the perception of teacher relationship.Then,the situation of failing exams for students with academic risk is mainly concentrated in the freshman period.Finally,personal interpersonal relationship experience will also affect students' learning input. In addition,in order to investigate the specific problems of learning engagement and academic risk in the input-output process,this study applies for case interview method and conducts a semi-structured interview with academic risk students and relevant teachers.After analyzing the collected data,some following problems are found.In terms of behaviors input,students have low curriculum participation,and insufficient extracurricular self-learning behaviors.In terms of cognition,students lack of long-term goals and planning.And in terms of emotion input,students' negative emotions are relatively heavy.Continually,this paper uses the domino theory of risk management theory and the perspective of the "loss causal model" to analyze the performance of above problems,the underlying reasons that cause academic risk students' learning engagement problems are found as listed below.For personal factors,students lack of self-control,and the initial learning exists cognitive errors.For environmental factors,the lack of teacher-student emotional communication and the impact of the Internet contribute to these problems.For management system factors,the implementation of degree management system is not in place and the curriculum is unreasonable.At last,based on the above practical problem analysis and risk management theory,this research put forward constructive opinions on the academic risk of college students drawing on the characteristics of education law,regulatory law,and engineering physics law.First,strengthen the guidance of student values through ideological and political education and school education.Second,create a good teacher-student environment by strengthening the construction of teaching style,morality and teacher-students' interaction.Finally,improve the system design by optimizing the professional practice training system and strengthening academic assistance.