经济学思维与新生研讨课教学：大学生自我认知的解读与重构

Teaching of Economics Thinking and Freshman Seminar: Interpretation and Reconstruction of College Students’ Self-Cognition

摘要: 新时代教育改革背景下，了解大学生思想意识与自我认知状态是课堂教学的先导条件。新生研讨课作为大学生进入大学校园的第一课，承载着促进大学新生角色转换、重塑自我与快速融入校园的重要作用。文章聚焦经济学思维在新生研讨课中对大学生自我认知的解读与重构，首先基于哲学与教育学多元理论视角解构自我认知构建机制，主要包含现象学中的交互促知、存在主义的反思成长、认知发展理论的结构塑造等。然后以经济学模型将大学生自我认知解析为固有特质、现时行动、过往经历及随机要素共同作用的结果。研究表明经济学思维为大学生自我认知重构开辟了新路径，为进一步促进高等教育的改革提供了借鉴。

Abstract: Against the backdrop of educational reform in the new era, understanding college students’ ideological awareness and self-cognition as prerequisites for classroom instruction. As the inaugural course for undergraduates, freshman seminars bear crucial responsibilities in facilitating role transition, self-reconstruction, and campus integration for freshmen. This paper investigates the interpretation and reconstruction of students’ self-cognition through economic thinking in freshman seminars. Initially, it deconstructs self-cognition mechanisms from multidisciplinary theoretical perspectives encompassing philosophy and pedagogy, including interaction-facilitated cognition in phenomenology, reflective growth in existentialism, and structural shaping in cognitive development theory. Subsequently, it employs economic modeling to analyze undergraduates’ self-cognition as an outcome co-determined by inherent traits, current actions, past experiences, and stochastic factors. The findings demonstrate that economic thinking opens up novel pathways for reconstructing college students’ self-cognition, offering valuable insights for advancing higher education reform.