A Study On The Student-Faculty Interaction From The Perspective Of Student Development

The focus of Chinese higher education is from the growth of quantity to the improvement of the internal quality.Talent cultivation is the key indicator of the quality of higher education,and the Student-Faculty Interaction is the key link of talent cultivation.In this context,the significance of the Student-Faculty Interaction has gradually entered the research field of vision.Since the 1960s,the researches on the Student-Faculty Interaction have come into being in response to the social value expectations of higher education.The Student-Faculty Interaction serves the development of students.In the theory of College influence,the Student-Faculty Interaction has been included as the key factor affecting the development of students.Based on the perspective of student development,under the guidance of Austin’s"I-E-O"theory,this study,relying on the national social science fund key project database NCSS,which is independently developed by shiqiuheng’s team,divides the Student-Faculty Interaction into teacher-led,student-led and student-teacher equal type through exploratory and confirmatory analysis.In the vertical structure,it analyzes the current situation and characteristics of Student-Faculty Interaction in colleges and universities from the perspective of students’ individual dimension,family background dimension and college dimension.Furthermore,the structural equation model is used to construct the influence path of three types of StudentFaculty Interaction and the development of students’ knowledge,ability and values.At the same time,the individual factors and college factors of students and StudentFaculty Interaction are included in the regression analysis of students’ development,and the influencing factors of students’ development are presented in a threedimensional and multi-dimensional way,so as to find out the key factors influencing students’ development simultaneously with Student-Faculty Interaction.Based on this,the structural equation model of the influence of Student-Faculty Interaction and student development is analyzed by multi group,and the influence path of StudentFaculty Interaction and student development under different student groups is revealed.Through the analysis,conclusions were summarized as follow:firstly,from the overall situation of Student-Faculty Interaction,the state of Student-Faculty Interaction in China’s colleges and universities is good,in which the teacher-led interaction is the best,the student-led interaction level is relative,and the studentteacher equal interaction is the second.Secondly,from the perspective of students’individual dimension and college dimension,male students,Han students,students with good learning conditions and students’ work experience show a higher level of Student-Faculty Interaction;the performance of Student-Faculty Interaction of urban college students is better than that of rural college students;the number of children in the family is inversely proportional to the level of Student-Faculty Interaction;the more complete the family structure is,the higher the level of Student-Faculty Interaction is;the Student-Faculty Interaction performance of college students with highly educated parents is better the Student-Faculty Interaction in general universities is the highest,followed by those in double first-class universities,and the Student-Faculty Interaction in first-class discipline construction universities is the lowest;the Student-Faculty Interaction in junior and senior universities is better than that in freshmen and sophomores;the Student-Faculty Interaction in liberal arts is better than that in science students of the same category.Thirdly,by constructing the path model of the influence of three types of Student-Faculty Interaction on students’knowledge,ability and values,it is found that teacher led and student led StudentFaculty Interaction have a significant impact on students’ development in all aspects,while student-teacher equal interaction has no significant positive impact on students’ability and values.At the same time,in the three types of interaction,the teacher led type has the greatest impact on the development of students’ knowledge and ability;the student-led interaction has the greatest impact on students’ values.Fourth,through the construction of the regression model of students’ development,it is found that gender,family income,grade,subject type,students’ work experience,the number of family children,family structure type,nationality,students’ origin and the StudentFaculty Interaction have a significant effect on students’ development.Fifthly,there is no significant difference in the influence path of Student-Faculty Interaction on student development between different gender,student work experience and different grade groups.Based on the above conclusions,the suggestions are as follows:in the StudentFaculty Interaction in colleges and universities in our country,we should focus on the key role of teacher-led Student-Faculty Interaction,use the expectation theory at the teacher level,according to the different characteristics and preferences of students in the Student-Faculty Interaction,formulate students’ learning plans and goals,and give positive rewards and reinforcement to students’ performance,so as to make students in the future.At the school level,through the implementation of"undergraduate tutorial system",we should teach students in accordance with their aptitude and pay attention to the classified guidance of students;from the perspective of motivation stimulation of teachers,we should improve the teacher evaluation mechanism and provide personnel guarantee for the Student-Faculty Interaction.In the process of personnel training,we should pay attention to building and broadening the ways of Student-Faculty Interaction,pay attention to the role of classroom teaching in the main channel of Student-Faculty Interaction,mobilize the enthusiasm of students’ active participation in the interaction,stimulate students’ subjective efficiency,and create a platform and environment for Student-Faculty Interaction in the form of teaching luncheon,so as to effectively realize students’ knowledge harvest,ability improvement and values in order to promote the development of students.