摘要
淘汰“水课”、打造“金课”已成为改善高校教学质量关注的焦点,提升课程挑战度也成为民族院校课程改革的重点。基于清华大学“中国大学生学习与发展追踪研究调查(CCSS)问卷2019”数据和对课程挑战度这一概念的理解构建课程挑战度评价三维指标,即课程目标高阶性、课程教学创新性和课程评价挑战性,运用M民族大学的调查数据进行分析。研究发现,整体上M民族大学课程挑战度不高,课程目标高阶性和课程教学创新性略低于全国平均水平,课程评价挑战性略高于全国平均水平且在不同学科、年级、民族等方面存在显著性差异;课程挑战度对学生学习收获存在正向显著性影响,其中课程目标高阶性对学生能力收获和价值观塑造影响最大。因此,民族院校要增加课程挑战度,进一步提升课程目标高阶性、教学创新性和评价挑战性,以提高学生学习收获。
The elimination of“water course”and the establishment of“gold course”have become the focus of improving teaching quality,and the enhancement of curriculum challenge has become the key point of course reform in colleges and universities.This paper uses the data from Tsinghua University’s“China College Student Survey(CCSS)”Questionnaire of 2019,based on the concept of curriculum challenge,to construct a three-dimensional index of curriculum challenge,including higher-order course goals,innovative course teaching and challenging course evaluation.And it analyzed the survey data of M ethnic university.The results show that:The ethnic university curriculum challenge is not very high;Higher-order course goals and innovative course teaching are lower than the national average level;The challenge of curriculum evaluation is slightly higher than the national average level,and there are significant differences in different disciplines,grades,nationalities and so on;The curriculum challenge has positive influence on students’learning gains.Therefore,ethnic colleges and universities should increase curriculum challenge,further upgrade higher-order course goals,innovative course teaching and challenging course evaluation to improve learning gains.
作者
胡科
李莎
HU Ke;LI Sha(Institute of Education,Tsinghua University,Beijing 100084;School of Education,Minzu University of China,Beijing 100081)
出处
《民族教育研究》
CSSCI
北大核心
2021年第4期143-151,共9页
Journal of Research on Education for Ethnic Minorities
基金
国家社科基金青年项目“‘一带一路’建设背景下少数民族大学生职业胜任力的培养机制研究”(项目编号:20CMZ024)的阶段性成果。
关键词
课程挑战度
民族院校
学习收获
“金课”
curriculum challenge
ethnic colleges and universities
learning gains
“gold course”
