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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2024年06期

页码:

13-24

栏目:

OA栏目

出版日期:

2024-12-20

文章信息/Info

Title:

A Longitudinal Tracking Study on the Cultivation of Top-notch Undergraduates: A Case of the Strengthening Basic Disciplines Plan

作者:

李曼丽¹ 党漾¹ 周雪涵² 詹逸思³

1.清华大学 教育研究院;2.北京大学 教育经济研究所;3.清华大学 学生学习与发展指导中心

Author(s):

LI Man-li¹ DANG Yang¹ ZHOU Xue-han² ZHAN Yi-si³

1.Institute of Education, Tsinghua University;2.Institute of Economics of Education, Peking University;3.Center for Student Learning and Development, Tsinghua University

关键词:

强基计划; 拔尖人才培养; 追踪研究; 本科教育

Keywords:

the Strengthening Basic Disciplines Plan;  cultivation of top-notch innovators;  longitudinal tracking study;  undergraduate education

分类号:

G641

文献标志码:

A

摘要:

强基计划实施已逾四年,对其人才培养过程与效果进行追踪研究成为重要现实议题。基于强基计划某试点高校2021级本科生新生、大一末、大二末、大三末四个时间节点的纵向追踪调查数据,采用定量与质性混合研究方法,从“创新潜质”“领域技能”“学术志趣”三个维度,比较了强基学生发展的特征与趋势。研究发现:从“创新潜质”看,强基学生在本科前三年内呈现出“平稳-上升”的变化趋势,但主动探究学习、冒险精神相关行为频率仍有待提高;从“领域技能”看,强基学生呈现出“平稳-上升”的整体趋势,但是学生对自己提出问题的能力信心均远低于其他科研能力;从“学术志趣”看,强基学生的总体特征为“平稳-下降”,进入大三年级后呈现出明显的多元分化发展趋势。基于上述实证结果,分别从着重培养提问能力、提供冒险尝试空间、倡导多样性拔尖理念三方面对拔尖创新人才的选拔与培养提出改进建议。

Abstract:

The Strengthening Basic Disciplines Plan has been implemented for over four years, making it a significant subject for longitudinal research on its cultivation process and outcomes. Based on longitudinal data, this study tracks the development of undergraduates enrolled in 2021 at four time points: the beginning of the freshman year, the end of the freshman year, the end of the sophomore year, and the end of the third academic year. Using a mixed-methods approach, the study examines students’ development across three dimensions: creative potential, domain-relevant skills, and academic interest. The results show that: (1) In terms of creative potential, students show a “stable-to-rising” trend during the first three years of undergraduate study. However, their frequency of exploratory learning and risk-taking behaviors remains low. (2) The research self-efficacy of students, which represents the domain-relevant skills, also exhibits a “stable-to-rising” pattern. However, students’ confidence in their ability to propose research questions remains significantly lower compared to other research competencies at all stages. (3) As for academic interest, students demonstrate a “stable-to-declining” trend, with a noticeable diversification of interests emerging in their third academic year. Based on the empirical findings above, this study proposes several enhancements for selecting and cultivating top-notch innovative talents, including fostering the ability to ask questions, providing opportunities for risk-taking, and promoting a diverse vision of excellence.

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更新日期/Last Update: 2024-12-20