本科生科研认知能力调查——以G大学为例

An Investigation on Undergraduate Students’ Scientific Research Cognitive Ability—Taking University G as an Example

摘要: 在“双一流”建设持续推进的背景下，本科生科研认知能力不仅关系到学生个人学术成长，更对高校学科建设与整体发展具有重要意义。本文以G大学本科生为研究对象，综合运用调查法与文献法，探究当前本科生科研认知能力的现状与存在问题。研究发现，本科生科研认知能力水平不高，存在科研参与度不足、能力发展不均衡、参与过程中面临较多障碍等情况。进一步分析表明，学生个人因素、学校支持、教师指导及周围环境均与本科生科研认知能力存在显著关联。基于上述研究结论，本文从学校、学生个人、教师及环境四个维度，提出针对性的能力提升策略，旨在为高校优化本科生科研认知能力培养体系、推动科研育人工作开展提供理论与实践参考。

Abstract: In the context of the ongoing “Double First-Class” initiative, undergraduate students’ research literacy not only impacts their academic growth but also plays a vital role in university discipline development and institutional advancement. This study investigates the current status and challenges of research literacy among undergraduates at G University through a combination of survey and literature review methods. The findings reveal that students’ research literacy remains underdeveloped, characterized by insufficient participation, uneven skill development, and multiple barriers encountered during research engagement. Further analysis demonstrates significant correlations between individual student factors, institutional support, faculty guidance, and environmental influences on research literacy. Building on these conclusions, the paper proposes targeted enhancement strategies across four dimensions: institutional frameworks, student development, faculty support, and environmental optimization. These recommendations aim to provide theoretical and practical references for universities to refine undergraduate research literacy cultivation systems and advance research-oriented education initiatives.