Research On The Differences Of College Students' Learning Experience And Its Formation Mechanism

At present,China's "double-first-class" policy further highlights the urgency and strategic nature of first-class discipline construction,which inevitably intensifies the disciplinary hierarchy of internal universities to a certain extent,resulting in stronger and stronger disciplines,and the weaker disciplines The weaker the development pattern.However,the ultimate goal of building a first-class university and a first-class discipline is to promote the reform of university personnel training and improve the quality of personnel training.The university first exists because of students,and it is the core and focus of the quality of higher education supply for students to obtain high quality learning experience.As the master of learning,students' experience,participation and self-perception in their own learning process can best reflect the"internal quality" of the university.Therefore,under the condition of abnormal egalitarianism in discipline construction,based on the perspective of disciplinary status differentiation,this study attempts to explore whether there are differences,what differences and why there are differences between college students.This study adopts a mixed research method combining quantitative research and qualitative research.Taking S University as a case sample,according to the development of the disciplines of the university and the policy texts of the "double first-class" construction of the university,A and B are selected.The disciplines are dominant disciplines,and the two disciplines of C and D are non-dominant disciplines,and students from four disciplines are studied.Firstly,using the questionnaire survey method,a paper-based self-edited questionnaire "College Students' Learning Experience Questionnaire" was distributed to 336 students in the four disciplines from the second to the fourth year to examine the differences in the learning experiences between the dominant and non-dominant students.Secondly,based on the conclusions of the questionnaire data analysis,18 college students were selected for in-depth interviews with purpose sampling to further understand the basic characteristics and actual situation of the learning experience of students in the dominant and non-dominant subjects,with Giddens's structural theory.For reference,the influence of structural factors such as disciplinary status on college students' learning experience and its mechanism of action are examined.The conclusions of this study are as follows:By t-test and effect quantity test on the questionnaire data,it is found that compared with the college students in the dominant disciplines,the non-dominant subject college students show a certain degree of difference in the three dimensions of the learning environment,learning participation,learning outcomes and other university learning experiences.First of all,in the learning environment dimension,there are significant differences in the subjective and learning atmosphere,classroom environment,and learning support of the two types of college students in the dominant and non-dominant disciplines.Secondly,in the learning involved in the dimension,groups of non-dominant of subjects for study habits,teacher-student interaction,peer exchanges,as well as extracurricular into three indicators,such as the average score lower than the upper hand discipline college students,and differences over the most important indicators of interaction between teachers and students maximum.Finally,in the dimension of learning outcomes,the scores of non-preferred subject college students in the professional knowledge and skills,practical ability,emotional attitudes and values,education satisfaction and belonging are lower than the college students in the dominant disciplines.On the whole,the learning experience of the dominant subject college students is better than that of the non-dominant college students,and the academic experience,curriculum experience,teacher-student interaction and overall educational experience of the two groups of college students generally show the structural characteristics of the"strong constancy,the weaker the weak" in line with the development trend of the subject status.This difference and the characteristic of "structural re-engineering" are the reflection of the discriminative structure of the disciplinary status on the actors,and the result of the interaction between"structure" and "action".The resources and rules in the structure act as an intermediary.First of all,the allocation resources(disciplinary educational resources,cultural atmosphere)that are "converted" by the difference in status between disciplines directly affect college students,and have an impact on the acquisition of learning resources and the awareness of learning participation in the dominant and non-dominant subjects.Secondly,the authoritative resources of the discipline(expectation awareness,professional identity)are often internalized by the university students in their cognitive and emotional structures,and in many ways change the students' autonomy and effort,which indirectly affects the students.Finally,the ideographic rules play a partial intermediary role between the discipline status structure and the learning experience.The dominant and non-dominant subject students process and interpret the ideographic rules obtained from "others",and use the rules to make use of the rules in the learning process,making the rules the condition and premise of learning actions.However,the structure of subject status difference does not mechanically restrain the learning behavior of college students,as a dynamic actor,the dominant subject and the non-dominant subject college students show the strategic actor logic in this process.The students of the dominant subject can effectively integrate the existing resources to choose the learning direction and path suitable for them.Students in non-dominant subjects coping with structural constraints also show self-abandonment,evasion,and seeking compensation for three strategies of action.Based on research findings,following suggestions are proposed from the perspectives of schools,departments,teachers and students to optimize the learning experience of non-predominant students:Fully practicing the concept of educational equity and providing more conditions for non-dominant students to act and appropriate ways to compensate for development;Action conditions and appropriate compensatory development paths;break the division of the departments of the disciplines,promote the integration of students from different disciplines;Give full play to the subjective and conscious awareness of university teachers in education,realize the adoption of people;Active efforts to improve the investment in learning and promote the comprehensive development of their knowledge and literacy.