应用型本科高校“专转本”学生学情诊断与教学衔接策略研究——以南通理工学院为例

Research on Learning Diagnosis and Teaching Articulation Strategies for “Junior College to Bachelor’s Degree” Transfer Students in Applied Universities—A Case Study of Nantong Institute of Technology

摘要: “专转本”是推进职普融通的重要途径。面对三年制与五年一贯制双轨并行、专业背景高度异质的复杂学情，平稳实现专本衔接成为人才培养的关键痛点。本文以南通理工学院为例，经多维度学情诊断，剖析了两类独立群体在课程衔接、先修基础、学习范式及心理适应等方面的差异化困境。为此，学校构建了“宏观顶层设计 + 微观分类施策”的双驱教改模式：宏观层面出台专门指导意见；微观层面工科聚焦“理论陡坡降维”与课程思政引领，经管等专业则侧重跨界基础重构与同侪协同互助。该模式有效破解了“专转本”生源的衔接难题。

Abstract: The “Junior College to Bachelor’s Degree” transfer program is an important approach to promoting the integration of vocational and general education. Faced with a complex learning situation characterized by a dual-track system of three-year and five-year integrated programs with highly heterogeneous academic backgrounds, achieving a smooth articulation between the junior college and bachelor’s degree stages has become a critical pain point in talent cultivation. Taking Nantong Institute of Technology as a case study, this paper conducts a multi-dimensional learning diagnosis and deeply analyzes the differentiated difficulties of these two independently cultivated groups in terms of curriculum articulation, prerequisite foundational knowledge, learning paradigms, and psychological adaptation. To address this, the institute has constructed a dual-driven teaching reform model of “macro-level top design + micro-level classified implementation”: at the macro level, specific guiding opinions were issued; at the micro level, engineering majors focus on “reducing the theoretical gradient” and the value guidance of curriculum ideology and politics, while economics, management, and other cross-disciplinary majors emphasize cross-boundary foundation reconstruction and peer collaborative support. This model effectively solves the articulation dilemma for transfer students.