摘要
本文使用清华大学教育研究院"中国大学生学习性投入调查2011"数据,将大学生学习性投入(五大可比指标)作为高等教育质量的过程性指标,将学生自我报告的教育收获(知识、能力、价值观收获)和在校满意度作为高等教育质量的结果性指标,综合而实证地考察在区域与院校类型的交互作用下我国本科教育的质量现状,并围绕教育过程性指标和学生先赋因素对教育结果质量的影响因素进行深入分析。研究发现,虽然我国存在高等教育资源区域和院校类型上分布不均衡的问题,但高等教育资源配置格局与人才培养质量格局之间具有复杂的关系,资源条件优势并不等同于学生的高学习性投入和高教育收获,不同区域和类型高校在人才培养上各具优势。研究还发现,在不同区域、不同类型的院校中,影响学生教育收获和在校满意度的因素不尽相同,但就总的预测率而言,教育过程性因素对学生教育收获和在校满意度的影响远大于学生的先赋因素。
Based on NSSE-China 2011 survey data, using student engagement （five benchmarks） as process indicator of higher education quality and student self-reported learning outcome （i. e. knowl- edge, abilities and values） as result indicators of higher education quality, this research studies the sta- tus of college education quality in China and its variation according to region and institutional types, and analyzes the effects of process related determinants and student endowment on education quality from the perspective of outcome. The study found that although the unbalanced distribution of higher education resource exists among dif- ferent regions and institutional types, more resources does not imply students~ higher engagement and learning outcome. In addition, the determinants of student learning outcome and school satisfaction vary with regions and institutional types. The overall prediction rate shows that the effects of educational process factors on student learning outcome and satisfaction are larger than student endowment.
出处
《清华大学教育研究》
CSSCI
北大核心
2012年第5期1-12,共12页
Tsinghua Journal of Education
关键词
高等教育质量
区域差异
大学生学习性投入
在校满意度
学习收获
higher education quality
regional difference
student engagement
school satisfaction
learning outcime
