英语专业本科生学习投入调查研究_孙睿.docx

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1、 Classification code: H319 UDC: 81 Confidentiality level: Public University code: 10712 Postgraduate number: 2011051857 Thesis for Masters Degree Northwest A 进行出版，并享受相关权益， 本人保证，在毕业离开（或者工作调离）西北农林科技大学后，发表或者使用本学 位（毕业 ） 论文及其相关的工作成果时，将以西北农林科技大学为第一署名单位，否則， 愿意按中华人民共和国著作权法等有关规定接受处理并承担法律责任 . 任何收存和保管本论文各种版本的其

2、他单位和个人（包括研究生本人 )未经本论文 作 者的导师同意，不得有对本论文进行复制、修改、发行、出租、改编等侵犯著作权的 行为，否则，按违背中华人民共和国著作权法等有关规定处理并追究法律责任 . (保密的学位论文在保密期限内，不得以任何方式发表、借阅、复印、缩印或扫描 复制手段保存、汇编论文） 研究生签名： 孙弟 时间：年 月 4 日 导师签名 H 时间：年 6 月 t EJ 研究生学位（毕业 ） 论文的独创性声明 本人声明：所呈交的硕士学位（毕业 ） 论文是我个人在导师指导下独立进行的研究 工作及取得的研究结果；论文中的研究数据及结果的获得完全苻合学校关于规范西北 农林科技大学研究生学术道

3、德的暂行规定，如果违反此规定，一切后果与法律责任均 由本人承担 . 尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表 或撰写过的研究结果，也不包含其他人和自己本人已获得西北农林科技大学或其它教育 机构的学位或证书而使用过的村料 与我一同工作的同事对本研究所做的任何贡献均已 在论文的致谢中作了明确的说明并表示了谢意。 研究生签名： 时间：和丨 年 6 月 日 本人承诺：我的硕士研究生 所呈交的硕士学位（毕业 论文是 在我指爭下独立开展研究工作及取得的研究结果，属于我现岗职务工作的结果，并严格 按照学校关于规范西北农林科技大学研究生学术道德的暂行规定而获得的研究结果 . 如

4、果违反学校关于规范西北农林科技大学研究生学术道德的暂行规定，我愿接受按 学校有关规定的处罚处理并承担相应导师连带责任 . 导师指导研究生学位（毕业 ） 论文的承诺 时间： 7丨 Y年 6 月日 英语专业本科生学习投入调查研究一以西北农林科技大学为例 摘要 作为评估高等教育质量的重要手段之一，学生的学习投入状况越来越受到国内外学 者 的广泛关注。关于学习投入，国内外学者做了大量研宄。在国外，对学习投入的研宄 始于 20世纪 80 年代，而今已趋于成熟。自 2000 年之后，越来越多国内学者也开始关 注此领域的研宄。本研宄基于学习投入理论，在前人研宄的基础上，运用定量分析的方 法，以经过修订的国际

5、通用学习投入调查问卷 NSSE(National Survey of Student Engagement)汉化版 NSSEChina为调查工具，对西北农林科技大学英语专业 187 名 本科生学习投入状况进行调查与分析，找出其存在的问题并提出解决措施。 研宄选取西北农林科技大学英语专业本科一，二，三年级学生为研宄对象，调查他 们在上一学年课内学习以及课外活动的表现，调查问卷内容分为以下几个维度：学业挑 战度，主动合作性学习，师生互动水平，丰富的教育经验，支持的校园环境。并利用 Excel 对所收集到的数据进行分析统计，得出以下结论： （ 1)在学业挑战度方面，学生 在学习上投入的时间不足，更有

6、少数学生学习时间严重不足，学校在对本科生科研意识 的培养上比较欠缺，缺乏对本科生科研意识的培养，没有做到引导他们经常阅读一些与 其专业相关的科研文献。 （ 2)在主动合作学习方 面，学生之间缺乏合作学习，无论是 课上与同伴讨论问题，还是课后与同伴讨论作业和任务，学生都比较欠缺。 （ 3)在师 生互动水平方面，师生之间缺乏合作。 （ 4)在教育经验和校园环境方面，学生和学校 的表现较为令人满意。 根据研宄结果，本研宄提出如下几条建议 ： （ 1)在教学过程中强化过程性管理， 保证学生在在学习时间上的基本应有投入。 （ 2)转变教学方式，强化教学过程中生生 互动及师生互动，通过基于任务的教学，促进

7、学习上的协作。 （ 3)完善课程体系。开 设文献阅读课程，布置读书报告，让学生提早养成阅读文献的习惯，为最后的毕业论文 做准备。 最后，本文指出了本研宄的局限性以及对今后研宄的展望。本研宄所选取的样本容 量不够充足，使得研宄结果具有一定的局限性，未来研宄可以将样本量扩大到其他地区 和其他学校。此外，本文针对存在问题所提出的改进建议均基于理论，缺乏一定的实践 验证，实践性有待提高。此后研宄可以将理论与实践结合，采用历时研宄的方法对学生 的学习投入状况进行深入研宄。 关键词 ：学习投入； NSSE;学业挑战度；主动合作学习；师生互动 STUDY ON ENGLISH MAJOR UNDERGRAD

8、UATES? LEARNING ENGAGEMENTS CASE STUDY ON NORTHWEST A&F UNIVERSITY ABSTRACT As one of the most important means to evaluate the quality of higher education, the status of students5 learning engagement has drawn more and more attention of domestic and foreign scholars. They have done plenty of researc

9、hes on students9 learning engagement. The researches about learning engagement began in 1980s and have been more and more developed in recent years. Since 2000, a lagre number of domestic scholars have begun to pay attention to studies of this field. This study aimed to analyze the status of student

10、s9 learning engagement in Department of Foreign Languages of Northwest A&F University and find their problems existing in teaching as well as the according solutions on the basis of learning engagement theory with the help of former studies. In this research, the author used the method of quantitati

11、ve analysis and the revised Chinese version of international questionnaire for learning engagement:NSSE (National Survey of Student Engagement). In this study, 187 freshmen, sophomores and junior students in English department of Northwest A&F University were surveyed on their performance on learnin

12、g engagement both in and after class. The questionnaire composed of questions concerning five aspects of engagement: the degree of academic challenge, active collaborative learning, student-teacher interaction levels, rich educational experience and supporting campus environment. The data was analyz

13、ed through excel and such conclusions can be drawn: (1) Inadequacy of time for learning. The results showed that some students spent little time on study. (2) students were not cultivated fine sense of learning strategy and they read little literatures related to their specialty knowledge. (3) Stude

14、nts rarely cooperate with each other both in and after class. (4) Lack of cooperation between teachers and students are found in the survey. Teachers and students rarely communicate with each other after class and hence,when students came across difficulties in their study or lives, they failed to g

15、et assistance and useful advice from others. According to the findings, such suggestions are given, (1) Strengthen process management during the process of teaching to ensure the basic learning engagement in study time. (2) Change the method of teaching and strenghen the interaction between students

16、 and teachers. In addition, to promote the cooperation of study through task-based teaching. (3) On one hand, Consummate curriculum system, on the other hand, to start literature-reading class and let students write book reports so that they can form the habit of reading literature in advance to mak

17、e preparation for the thesis. At last, the paper discussed the limitations of the research and recommendations for further study. The research sample was limited and not large enough which made the research result restricted. In the further study, the sample can be expanded to other universities in

18、other district. In addition, owing to the author lack of teaching practice, the countermeasures put forward in the light of existing problems lacked the support of practice. Further study is expected to combine theory with teaching practice through the methodology of diachronic study. KEY WORDS: lea

19、rning engagement, NSSE, degree of academic challenge, active collaborative learning, student-teacher interaction levels Contents Chapter 1 Introduction . 1 1.1 Appearance of the Question . 1 1.2 Significance of Research . 2 1.2.1 Theoretical Significance . 2 1.2.2 Practical Significance . 3 Chapter

20、2 Literature Review . 5 2.1 Background . 5 2.2 Concept of Learning Engagement . 7 2.2.1 Connotation of Learning Engagement . 7 2.2.2 Structure of Learning Engagement . 9 2.3 Measurement Tools of Learning Engagement . 10 2.4 Empirical Findings Home and Abroad . 11 2.5 Summary . 12 Chapter 3 Research

21、Design . 13 3.1 Research Purpose . 13 3.2 Research Method . 13 3.3 Research Tool . 13 3.3.1 Questionnaire Selection . 13 3.3.2 Specific Information of Questionnaire . 14 3.4 Object of Study and Sampling . 17 3.4.1 Participants . 17 3.4.2 Sample Selection . 17 3.5 Data Collection . 17 3.6 Data Proces

22、sing and Analysis . 17 Chapter 4 Analysis of Research Results . 19 4.1 The overall Situation . 19 4.2 Academic Challenge Degree . 19 4.2.1 Time of Study . 19 4.2.2 Learning Method and Way of Thinking . 20 4.2.3 Cultivation of Students Research Consciousness . 20 4.3 Active Cooperative Learning Level

23、 . 21 4.3.1 Active Cooperative Learning in Class . 21 4.3.2 The Active Cooperation of Spare Time . 22 4.4 Interaction between Teachers and Students . 22 4.4.1 . Frequency of Interaction between Teachers and Students after Class . 23 4.4.2 . Guidance the Counselor Give the Students about Life and Car

24、eer . 23 4.4.3 Frequency of teachers5 Focus on Students after Class . 24 4.5 Education Experience Degrees . 24 4.5.1 The Usage of Computer and Multimedia . 24 4.5.2 Engagement Status of the Students after Class Besides the Regulated One. 25 4.5.3 Frequency of Activities Participation in and Outside

25、School . 26 4.6 Supporting Campus Environment . 26 4.6.1 Economic Support of school . 27 4.6.2 Cultural Environment of school . 27 4.6.3 Values Guidance for Students . 29 Chapter 5 Conclusion . 30 5.1 Research Results . 30 5.2 Countermeasures . 31 5.3 Research Limitations . 32 5.4 Recommendations fo

26、r Further Study . 33 Bibliography . 33 Appendix . 37 Acknowledgement . 42 Introduction of the Author . 43 Chapter 1 Introduction 1.1 Appearance of the Question The quality of higher education has entered an era in which quality is far more important than quantity. Since the 1990s, the higher educati

27、on has become marketization, internationalization and diversification . And our countrys higher education has changed from scarce resources to the popularization development, at the same time, the quality of the higher education has gradually become the focus of the world. Our government has made a

28、clear regulation: the basic task of institutions of higher education is to cultivate talents, the teaching work is always the center of the school work, undergraduate education is the basis and the main body of higher education, therefore, paying special attention to the teaching of undergraduates i

29、s the key to improve the quality of the whole higher education, Cultivation of talents is the lifeline of institutions of higher education. Education quality, especially the undergraduates education quality is the important basis of university education quality. Cultivation of talents is the main ta

30、sk of higher education and quality is the lifeline of higher education. However, education work is not a simple process, the real education work is very complicated. How does education work? How do they affect and promote human progress? These problems are still a very hard black box. For a long tim

31、e, scientists are doing positive researches, the researches mainly include what the quality of education is and by what methods and ways we can measure the quality of education. For such problems, there are many different types of education theories. Among them, there are five most common ones exist

32、ing in education research field : 1 The concept of nihilism. The idea means that the quality of education cannot be defined , therefore, as a kind of character, it is unable to be measured or evaluated. 2 the concept of reputation, the idea means to judge and analyze the quality of higher education, according to some experts and scholars in the field of professional in early times, mainly through expert judgment to measure whether the college graduates in terms of quality qualified, but now more and more scholars are inclined to use the employers