学习动机视域下高校学风建设的结构性转向：表征、归因与三位一体策略

The Structural Shift of Academic Atmosphere Construction in Universities from the Perspective of Learning Motivation: Representation, Attribution, and the Three in One Strategy

摘要: 随着高等教育招生规模持续扩张，大学生课堂学习生态已经发生重大变化，迟到、早退、缺勤、课堂参与度低诸多现象普遍存在，严重制约了人才培养质量的提升。本文以大学课堂学习兴趣缺失及学风建设困境为切入点，对到课行为、座位选择、课堂专注力、学习动机功利化、群体氛围诸种现实表征做了系统、有层次的分析，继而从个体层面、教学层面、制度层面三方面进行了深层归因。在此基础上，构建了三位一体的提升策略：社会支持层面优化舆论引导及就业生态，发挥环境育人的功能；教师角色层面重构师生关系，推行差异化教学及课堂创新；学生主体层面采取目标调适、兴趣激发、自我管理能力提升的具体路径。本文的研究成果对高校改善课堂学习生态、提高学生学习兴趣、提升教学质量具有重要的理论价值和实践意义。

Abstract: With the continuous expansion of higher education enrollment, the classroom learning ecology of college students has undergone significant changes. Many phenomena such as tardiness, early departure, absenteeism, and low classroom participation are common, which seriously restricts the improvement of talent cultivation quality. This article takes the lack of interest in university classroom learning and the dilemma of academic atmosphere construction as the starting point, and systematically and hierarchically analyzes various real-life manifestations such as classroom behavior, seat selection, classroom focus, utilitarian learning motivation, and group atmosphere. Then, it deeply attributes them from three aspects: individual level, teaching level, and institutional level. On this basis, a three in one improvement strategy was constructed: optimizing public opinion guidance and employment ecology at the level of social support, and leveraging the function of environmental education; reconstructing the teacher-student relationship at the teacher role level, promoting differentiated teaching and classroom innovation. At the student subject level, specific paths are taken to adjust goals, stimulate interests, and enhance self-management abilities. The research results of this article have important theoretical value and practical significance for universities to improve classroom learning ecology, enhance students’ interest in learning, and improve teaching quality.