大学理论课课堂体验差异与教改路径研究——以某大学土地资源管理专业为例

Research on the Difference in Classroom Experience and Teaching Reform Path of University Theory Course—A Case of Land Resource Management Major in a University

摘要: 本研究以某高校土地资源管理专业1~4年级本科生为研究对象，参考探究社区理论模型的分析框架，采用自制《大学理论课“课堂教与学”体验匿名调查问卷》，回收有效问卷172份，从专业整体特征和年级差异双视角展开实证分析。研究结果显示：(1) 土地资源管理专业理论课整体呈现“教师高支持度、低互动主导”的特征，学生对教师的教学热情、答疑回应认可度较高，但课堂双向情绪反馈渠道不通畅，课堂的社会存在感与认知存在感有待提升；(2) 不同年级学生在课堂情绪互扰感知上存在显著差异，大三、大四学生对师生情绪互动的敏感度更高；(3) 学生课堂消极行为的核心诱因为教学形式单一、内容抽象枯燥，互动偏好以案例研讨、线上匿名互动为主。基于此，本研究提出“通用优化 + 分层精准”双维度教改方案，为土地资源管理专业理论课教学改革提供实证依据与可落地的实践路径。

Abstract: Focusing on undergraduate students from the Land Resource Management major across all four years at a university, this study employed community of inquiry theoretical framework and a self-developed anonymous questionnaire on “classroom teaching and learning experiences” in theoretical courses. Based on 172 valid responses, an empirical analysis was conducted from the dual perspectives of overall major characteristics and grade-level differences. The results indicate that: (1) Theoretical courses in this major generally exhibit a pattern of high teacher support with low interaction dominance. While students highly recognize teachers’ enthusiasm and responsiveness to questions, classrooms remain predominantly teacher-centered, the two-way emotional feedback channel in the classroom is not smooth, and the sense of social existence and cognitive existence in the classroom need to be improved. (2) Significant grade-level differences exist in students’ perception of classroom emotional interference, with juniors and seniors showing higher sensitivity to teacher-student emotional interactions; (3) The core triggers of negative student behaviors in class are monotonous teaching formats and abstract, tedious content, with a clear preference for case-study discussions and anonymous online interactions. Accordingly, this study proposes a dual-dimension teaching reform framework integrating “general optimization with targeted, grade-specific strategies”, providing empirical evidence and actionable practical pathways for teaching reforms in theoretical courses for the Land Resource Management major.