大学生体验式职前教育学习获得感及影响因素研究

Research on College Students’ Sense of Learning Acquisition from Experiential Pre-Employment Education and Its Influencing Factors

摘要: 近年来，就业市场的竞争激烈程度不断上升。如何提高大学生就业竞争力，更好地适应社会发展需求成为大众关注的重点之一。职前教育作为一项重要举措越来越受到广泛的重视。在这样的背景下，研究职前教育的发展和对大学生的培养作用具有一定实践价值。本研究从大学生角度出发，运用具身认知理论和沉浸理论，通过问卷调查、实证验证的方法，探究体验式职前教育特性与学习获得感、沉浸感之间的关系，并归纳其具体影响机制。研究结果表明：拥有具身性、情境性、生成性特点的体验式职前教育对参与者学习获得感和沉浸感具有正向影响。最后，针对研究所存在的不足与展望进行阐述，提出后续完善研究的方向。

Abstract: In recent years, competition in the job market has intensified. Consequently, enhancing the employability of college students to better adapt to the demands of social development has become a central focus of public concern. As a critical initiative, pre-service education has received increasing attention. Against this backdrop, researching the development of pre-service education and its cultivation effects on college students holds significant practical value. From the perspective of college students and grounded in Embodied Cognitive Theory and Flow Theory, this study utilizes questionnaire surveys and empirical validation methods to explore the relationship between the characteristics of experiential pre-service education, perceived learning gain, and flow experience, while summarizing the specific underlying influence mechanisms. The research findings indicate that: Experiential pre-service education, characterized by embodiment, situation, and generativity, exerts a positive influence on participants’ perceived learning gain and flow experience. Finally, the study elaborates on current limitations and prospects, proposing directions for subsequent research refinement.