A Survey On Deep Learning Of College Students

This study used questionnaire and interview to investigate the status of undergraduates' deep learning.The study consists of two parts: the first part is to investigate the level of students' learning depth through questionnaires.The questionnaire is based on Brumm's theory of cognitive goal hierarchy,and has good reliability and validity through item analysis,exploratory factor analysis and reliability test.A questionnaire survey was conducted among 165 undergraduates in a normal school,and the depth of learning was characterized by quantitative data.The second part of the study is to investigate the influencing factors of deep learning through interviews.Based on the results of the questionnaire survey,6 subjects were selected to conduct the interview.The result of the questionnaire shows that,on the whole,the learning depth of college students is mainly comprehension learning.The learning depth of the 162 college students in this study was moderate,slightly higher than the intermediate level.Their learning shows the characteristics of deep learning,but also has the characteristics of shallow learning.The depth of study of the students majoring in pedagogy is significantly higher than that of the students majoring in primary education and that of the students majoring in junior education is significantly higher than that of the students majoring in sophomore education.From the scores of various dimensions,the junior students have more shallow learning and deep learning characteristics.There was no significant difference in learning depth among students with different majors.There are significant differences in learning depth among college students with different career expectations.There is a low(negative)correlation between college students' professional identity and curriculum identity and learning depth.The result of interview shows that students' learning aims and means affect the degree of knowledge processing,and the degree of knowledge processing affects students' learning level.Students' negative feedback to communication in the environment and lack of reliable monitoring intention and means lead to poor learning level.Professional identity and curriculum identity do not directly affect the learninglevel of students.The difference lies in that "to get credit" points to a utilitarian purpose,and the utilitarian purpose will lead to shallow learning;Interest in the curriculum points to a higher level of purpose,which can provide "deeper guidance" for students' learning.Most respondents tend to use external,superficial criteria to evaluate their efforts.Shallow standards are based on utilitarian learning purposes,leading to shallow learning.The way in which teachers give priority to the conclusion content,teach according to the order of teaching materials and students participate in class affects students' learning level.When learners regard external reward as the most important goal,external reward will damage internal motivation,which will lead to lower learning level.Therefore,too much emphasis on external rewards will inevitably affect students' learning level.This study reveals the depth of learning of college students,and the results of the survey are of reference value for improving college courses and teaching,promoting college students' depth of learning and improving the quality of college teaching.The learning depth questionnaire developed in this study can be used for reference by the same kind of research.