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

卷:

期数:

2021年01期

页码:

51-56

栏目:

教育改革与发展

出版日期:

2021-02-20

文章信息/Info

Title:

Beyond?Simply?Advocating?Social?Practice:?The?Influence?of?Instructional?Modes?of?Social?Practice?in?Ideological?and?Political?Course?on?Students’?Sense?of?Gain

作者:

檀传宝¹吴越菲²郜思睿¹杜汇杰³

1.北京师范大学 教育学部 2.柏林洪堡大学 教育学院 3.华东师范大学 心理与认知科学学院

Author(s):

TAN Chuan-bao¹??WU Yue-fei²??GAO Si-rui¹??DU Hui-jie³

1.Faculty of Education, Beijing Normal University 2.Department of Education Studies, Humboldt University of Berli 3.The School of Psychology and Cognitive Science, East China Normal University

关键词:

思政课社会实践教学; 教学模式; 获得感

Keywords:

social practice instruction in ideological and political course;  instructional mode;  sense of gain

分类号:

G641

文献标志码:

A

摘要:

本研究旨在通过对高校思想政治理论课中社会实践教学的不同模式的调研，揭示并解释构成教学模式差异的教育因素及其对大学生的获得感(德育实效的核心指标之一)的影响。研究采用定量研究的问卷调查法与半结构式访谈法，调查清华大学、中国人民大学、复旦大学三所高校思政课社会实践教学开展情况、教学模式与学生们的获得感。研究发现：思政课社会实践根据“支持程度”和“参与程度比”两大维度存在四种不同模式；进一步发现四种不同教学模式下的获得感存在差异，模式D总体上显著优于其他三模式，排除可能受到学生个体素质影响较大的模式D后，模式C显著优于模式A；而教学模式中的差异性因素能够显著预测获得感的相关维度，其中支持程度能显著正向预测思政成效、政治社会观、公民行动意向、人际交往能力、社会自我效能感，而参与程度比显著负向预测社会自我效能感、政治社会观。基于对当下思想政治理论课社会实践教学改革现状的反馈，本研究认为，可以从支持提升、制度完善、兴趣激发三个方面改进有关工作，以提高大学生对于思政课社会实践教学的获得感。

Abstract:

This study investigates the instructional modes of social practice in ideological and political course in higher education. It reveals and analyzes the educational factors that constitute the different modes and their impact on college students’ sense of gain, one of the core indicators of moral education effectiveness. This paper uses questionnaires and semi-structured interviews to demonstrate the current situations, instructional modes and students’ sense of gain arising from social practice in ideological and political courses at Tsinghua University, Renmin University of China and Fudan University. Data analysis reveals four modes based on two constructive factors: “Degree of Support” and “Ratio of Degree of Participation”. There is disparity in student gains across the modes: students in Mode D show highest gains overall but this probably relies on students’ individual competence. Excluding Mode D from the comparison, Mode C is found to be significantly better than Mode A. The constructive factors significantly predict the scores in the five dimensions of the sense of gain: the degree of support significantly an positively predicts the effectiveness of ideological and political education, political and social views, civic action intentions, interpersonal communication ability and social self-efficacy, while the ratio of degree of participation is significantly and negatively related to social self-efficacy and political and social views. Based on the empirical findings, this study suggests to improve relevant work from three aspects: support enhancement, system improvement and interest stimulation, so as to improve the level of college students’ sense of gain in ideological and political course.

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更新日期/Last Update: 2021-02-20