A Study On The Learning Input Of Ethnic Normal Students In Qinghai Province

As the main component of the normal student group in the universities of Qinghai Province,ethnic normal students are the backbone of the construction of teachers in ethnic minority areas in Qinghai Province.Pay attention to the training quality of ethnic normal students,that is,pay attention to the educational achievement output of the ethnic normal students in the higher education link,and the learning input,as a process element of the ethnic normal students receiving higher education training,contributes to the learning input of the ethnic normal students in Qinghai Province.Research will help us understand the learning status of ethnic normal students in a timely manner,so as to provide a reliable basis for further promoting the improvement of the training quality of ethnic normal students in Qinghai Province.Supported by learning input theory and student development theory,with ethnic normal students from S University in Qinghai Province as the research object,this paper investigates the status quo of Qinghai ethnic normal students’ learning investment from the three dimensions of behavior,emotion and cognitive input.In terms of the obtained research objects,the survey results are as follows: Qinghai Province’s ethnic normal students’ learning investment level is generally in the middle position,and the average score of ethnic normal students in the dimension of emotional investment is the highest among the three dimensions.The scores on this dimension of cognitive investment are low.The specific performance is as follows: In terms of behavioral investment,ethnic normal students lack more active behaviors themselves,and they seldom interact with teachers spontaneously,and the presentation of student-teacher interaction is relatively simple.In terms of emotional investment,there is still room for improvement in the degree of interest in the content of the courses taught by ethnic normal students and the sense of belonging to the school.In terms of cognitive input,ethnic normal students tend to show a state of superficial learning,and the use of strategy learning needs to be improved.Based on the theory of learning input and the theory of student development,the cause analysis of the problems revealed by the survey mainly includes the factors of the ethnic normal students themselves and the external environment.The learning input of ethnic normal students is the product of the interaction between the ethnic normal students themselves and the external environment.As far as the ethnic teacher students themselves are concerned,there are the following three problems:one is that the ethnic teacher students are not very active in behavior investment;the second is that the learning habits of the ethnic teacher students are not ideal and the learning interest is lacking;the third is the ethnic normal students’ learning methods at the university level are not flexible enough,and the superficial learning traces are slightly heavier,which is not conducive to the development of cognitive input.In terms of the external environment,the classroom environment has the most direct impact on the learning input of ethnic normal students,the school environment has the most important impact on the learning input of ethnic normal students,and the influence of the family environment on the learning input of ethnic normal students is also of great significance.Aiming at the existing problems and combining the reasons for formation,a strategy to improve the learning input of the ethnic normal students is proposed from both the ethnic normal students themselves and the external environment.