Research On The Process And Effect Of College Major Choice Of Enrollment In Large Category

With the development of economy,science and technology in China,the traditional narrow-calibre and over-professional education can no longer meet the needs of social development.At present,as an important part of the reform of the undergraduate talent training mode,the large-category enrollment is being tried out by many universities and is on the trend of promotion.It is worth thinking about whether the policy design of large-category enrollment on college major choice has achieved the expected effect.Based on the intuitive awareness,this paper attempts to explore the following questions: What are the typical modes of large-category enrollment? How to select a major in the mode of large-category? What factors influence undergraduates to make major choice? What are the outcomes and evaluations of undergraduates’ major choices in the mode of large-category?Based on the retrospective interpretation of large-category enrollment and major choice,this paper does a case study with the information of four A-class schools in Shanghai in Double First Class University Plan,sorts out the typical modes of major diversion in large-category enrollment and explains the differences of the ways about entering majors from different large-category modes.The current enrollment categories can be simply summarized into cross-faculty and intra-faculty enrollment categories,and there are also cases of the same major being enrolled under different categories.The different large-category enrollment modes and major diversion allow students to choose their majors at different times and give different feedback on the process and results.In this paper,724 valid questionnaires were collected and 19 students were interviewed.Through data and text analysis,it presents students’ evaluation of the process and results of major choice under the large-category enrollment mode,and explores whether there are group differences related to the large-category enrollment and major choice,as well as the reasons affecting the effectiveness of the current major choice.The findings are as follows:(1)students have a rational orientation in their major choice,but this does not mean that students’ actual major selection behaviour and their choice outcomes reach the ideal state.(2)Compared with the traditional enrollment by major,students’ major choice under the large-category enrollment mode is relatively more dependent on personal factors,while family factors are weaker.The employment situation and social demand also become important influencing factors when large-category students choose their majors.(3)The satisfaction of large-category stage is lower than that of major stage,and students of social subjects are significantly more satisfied with the large-category stage than engineering and natural subjects.(4)The effect of major choice changes over time,and the process variables of major choice of large-category students have a significant impact on the effect variables of major choice.Satisfaction of large-category stage is the main factor influencing students’ satisfaction of major stage.the degree of understanding of the intended major has the highest influence on professional commitment level.(5)The simple,traditional diversion programmes are easy to implement,and 1 year is a suitable major diversion period for most students.The paper also discusses some new issues arising from the major choice under the current large-category ecrollment mode,such as the continued high popularity of popular majors,the " involution " among faculty,majors and students,the contradiction between the diversified access to acquire information and students’ continued perception of inadequate information,and students keep blowing hot and cold towards the rational and irrational major choice under the large-category ecrollment mode.In this regard,universities and faculties need to set up a reasonable composition of majors of large-category.They should provide prospective college students with information on major diversion under large-category as well as guidance on major choice and career planning,and help students explore themselves and form cognition about majors for large-category students.What’s more,connect the large-category stage with the professional stage,pay attention to the curriculum of the large-category stage,and break the dependence on traditional professional education.At last,be concerned about the design of the system to avoid the system being just a tool to divert students.