西部民族地区本科生的学习质量评价研究

Research on the Evaluation of Learning Quality of Undergraduates from Ethnic Minority Areas in Western China

摘要: 随着高等教育的普及化发展，西部地区的高校招生规模大幅增加，特别是民族地区学生有了更多接受高等教育的机会。但受到多方面因素的影响，民族地区本科生在校学习投入和成果上存在不足，这在一定程度上影响了学习质量和教学效果。因此，对这一问题的关注和解决对于提升西部高等教育质量具有重要意义。在研究中利用中国大学生就读经验问卷(CCSEQ)，对西部地区3所高校的在校本科生进行实证研究，共收集到2003份有效问卷，其中民族地区本科生的有效问卷为1104份，从学习投入、学习参与、学习收获三个维度对西部民族地区本科生的学习质量进行评价研究。研究发现，民族地区本科生在拓展学习和社交活动上的参与度较低，师生互动不频繁，学习成效随年级提高而增长，但在二年级时出现“危机期”。同时，学生在关键能力发展上也显示出不足。基于这些发现，提出增强学习投入、营造参与性校园环境、建立师生交流平台、提供学业和心理辅导，以及完善本科教育质量评估机制的建议。

Abstract: With the popularization of higher education, the enrollment scale of colleges and universities in western China has significantly increased, especially providing more opportunities for students from ethnic minority areas to receive higher education. However, influenced by multiple factors, undergraduates from ethnic minority areas have shortcomings in in-school learning input and achievements, which to a certain extent affects learning quality and teaching effectiveness. Therefore, paying attention to and solving this problem is of great significance for improving the quality of higher education in western China. In this study, the Chinese College Student Experience Questionnaire (CCSEQ) was adopted to conduct an empirical study on undergraduate students from three colleges and universities in western China, with a total of 2003 valid questionnaires collected, including 1104 valid questionnaires from undergraduates from ethnic minority areas. This study evaluates and researches the learning quality of undergraduates from ethnic minority areas in western China from three dimensions: learning engagement, learning participation, and learning outcomes. The study found that undergraduates from ethnic minority areas have low participation in extended learning and social activities, infrequent teacher-student interaction, and their learning effectiveness increases with grade progression but experiences a “crisis period” in the sophomore year. At the same time, students also demonstrate deficiencies in the development of key competencies. Based on these findings, suggestions are proposed to enhance learning engagement, create a participatory campus environment, establish teacher-student communication platforms, provide academic and psychological counseling, and improve the quality evaluation mechanism for undergraduate education.