Outsider In The Rvory Tower:A Study On The Active Marginalization Of Undergraduates' Learning Engagement

At present,the development of higher education in our country is facing the important issue of “extensive development” to “connotative development”,and the phenomenon of undergraduates' active learning engagement is becoming increasingly prominent,which has gradually become an important barrier to the connotative development of higher education.In order to improve the quality of undergraduates education,the relevant state departments and universities have issued a number of implementation rules and measures that stressing the importance of rectifying undergraduates' learning engagement which is an important link to promote the development of higher education.To sum up,this study deeply examines the related issues of individual students' learning engagement in active marginalization at the micro level.This study uses interviews,participatory observations and other research methods to present typical cases of learning and active marginalization with three distinct characteristics: inabled learning,passive learning and motiveless learning.At the same time,the graphical representation of the engagement transformation shows three forms of marginalization which include presence in the field,suspension of the field,and periphery of the field.Furthermore,from the perspective of students' self-concept,this paper also analyzes the fundamental problems such as weak ability of learning engagement,inappropriate attitude and weak awareness of learning engagement.In addition,this study also pays attention to the individual causes and influencing factors of undergraduates' learning engagement marginalization,and consciously examines the common factors of students' active marginalization represented by individuals.From the perspective of social interaction,this paper tries to make an in-depth discussion of the social ecology and impact on undergraduates' learning engagement active marginalization.It is found that the non-benign interaction among society,school and students is an important reason that affects undergraduates' learning engagement marginalization.Finally,this study analyzes the improvement of the phenomenon of active marginalization of undergraduates' learning engagement from the dimensions of curriculum,teaching and learner.The study considersthe following three aspects: At first,from the curriculum dimension of the top-level design,school leaders and relevant responsible persons can promote digital learning platforms and software,appropriately set up professional courses according to the needs of the job market and reasonably allocate the teachers needed for the courses,which are in order to regulate and monitor students' learning engagement behavior,enhance students' willingness to participate in learning and ensure the achievement of learning engagement;Secondly,from the dimension of teaching reform,teachers should change their scientific consciousness,adopt diversified teaching methods and pay attention to increase the energy investment in undergraduate teaching and the needs of students' learning engagement,which could help students adapt and engage the university courses;Thirdly,from the perspective of stimulating the subjective consciousness,undergraduates should promote their own learning ability,value the professional and curriculum knowledge,and build learning communities such as class mutual aid groups to play the active role of peer groups and adjust their own utilitarian cognitive orientation.In this way,it would further enhance the learning engagement ability and confidence of undergraduates,reshape the status of undergraduates as specialized learners,and improve their active and marginalized learning engagement.