Study On The Differences And The Influencing Factors Of The Learning Investment Of Full-time Undergraduates

Colleges and universities,as the largest source of talent cultivation in today's country,the level of education and teaching quality is an important subject studied and discussed by academic scholars.Although the Chinese government has continuously accelerated the pace of reform of domestic undergraduate education and teaching in the past few years,the rate of improvement of the quality of undergraduate education and teaching in colleges and universities is still slow.The General Office of the Ministry of Education of China proposed in April 2019 that by 2021,China is expected to invest more than 20,000 undergraduate majors in total,of which the number of national and provincial constructions will remain the same overall.The learning investment of full-time undergraduates is one of the important standards to measure their learning quality,and it is also the core factor that reflects the quality of China's higher education.The study of full-time undergraduates' learning investment is an important way for China to become a strong education country.In view of the above-mentioned reasons,this paper takes learning investment and its influence factors of full-time undergraduates as the main research objects.First of all,on the basis of the reference to the existing domestic and foreign similar research results as well as the theories of education,pedagogics and etc.,the author of the paper thoroughly discussed and analyzed of the concept of learning investment,including the formation and development,connotation and extension and etc.to combed out the main factors that may have an impact on learning investment,and adopted these factors asmeasurement index for redesigning a theoretical analysis model,which can be used to evaluate and measure the learning investment of full-time undergraduates in an objective and comprehensively approach.Secondly,the paper designed and compiled a pertinent questionnaire on the basis of the research requirements,which the main respondents were the full-time undergraduates from S University.A scientific method of statistical analysis was adopted to measure the differences in learning investment of full-time undergraduates on three dimensions,including course learning investment,homework completion investment,and test response investment,and to explore the correlation of learning investment with the four dimensions of "personal characteristics","cultivation plan","teacher support" and "environmental support".The major conclusions of this study are the following: first,the learning investment of full-time undergraduates in S University is in good condition in general,but the learning planning and peer interaction need to be strengthened;secondly,there is significant difference in the learning investment of different gender,grades,families,and etc.,and the investment of males,lower-grade undergraduates and well-off families are supposed to be increased;thirdly,full-time undergraduates with different personal goals shows remarkable difference in learning investment,those undergraduates with research goals and enrollment pressure have a relatively high level of learning investment;fourthly,there are great differences in the learning investment of full-time undergraduates between different majors.The learning investment of natural sciences is generally higher than that of humanities and social sciences.In addition,whether the majors studied by full-time undergraduates are "first-class discipline" also matters.Fifthly,the guidance from teachers can have a very prominent positive impact on the undergraduates learning investment,the interaction between teachers and students in domestic undergraduate colleges,however,lacks the initiative and enthusiasm;sixthly,the continuous improvement and optimization of the academic atmosphere and institutional environment will have an affirmative impact on the learning investment,in another word,there is a clear positive correlation between the two;seventhly,the quality of classroom teaching will also affect students learning investment,but the function of it cannot be fully realized,especially for the cultivation of innovative ability.Based on the results of the above empirical analysis and the current status of domestic full-time undergraduate education and teaching,the paper summarizes and proposes effective measurements to further promote the continuous and stable improvement of the education and teaching level of Chinese colleges and universities,which can be fully explained as following: first,guiding full-time undergraduates to form good individual identification features,which allows to correct their learning attitudes,clarify their learning goals as early as possible,and plan their studies rationally.Second,optimizing the training program for full-time undergraduates,and taking innovative training as a driving force to improve the quality of professional classroom teaching.Third,improvement of student interpersonal relationships,reinforcement of the communication between full-time undergraduates and teachers,and establishment of a good teacher-student interaction mechanism is suggested from the perspective of institutions.Fourth,considering the current status of the demand for diversified talents of the society and need for different majors of undergraduates in China,colleges and universities should gradually establish and improve a talent training mechanism that suits the corresponding demander so as to cultivate and transport more talents to the society.