基于“三全育人”理念的基础学部学业帮扶机制构建与实践

Construction and Practice of Academic Assistance Mechanism in Basic Departments Based on the Concept of “Three Comprehensive Education”

摘要: 落实立德树人根本任务，推进本科教育内涵式高质量发展，是理工科高校人才培养的核心目标。当前高校基础学部开展理工科本科生学业管理时，普遍存在学情帮扶精准度不足、学业评价体系科学性不足、各育人主体协同割裂等现实问题。以上海理工大学基础学部为实践样本，依托三全育人理论框架梳理现有学业帮扶痛点，搭建数据驱动的动态学业预警监测体系，建立适配不同理工科专业的差异化学情评价指标，形成多方联动的闭环长效管理模式，结合智慧教学平台拓展数字化育人路径。采用准实验研究设计，设置条件匹配的干预组与对照组开展对比分析，运用配对样本t检验完成统计检验，科学验证干预措施实际有效性。实践结果显示，这套机制打通教务、专业教师、辅导员、朋辈导师之间的育人壁垒，真正实现学业帮扶全员参与、全程覆盖、全方位施策，学生挂科率明显下降，学困生转化效果提升，理工科学生科研实践与创新能力得到同步强化。研究形成的实践范式与理论参考，可供同类高校结合本校办学实际优化参考，为国内同类高校基础学部落地三全育人、搭建系统化学业帮扶体系借鉴。

Abstract: Implementing the fundamental task of fostering morality and cultivating people and advancing connotative high-quality development of undergraduate education constitute the core objective of talent training in science and engineering universities. In current academic management for undergraduates in basic departments, three prominent dilemmas exist, including low precision of academic assistance, unscientific evaluation systems and fragmented coordination among multiple educational participants. Taking the basic department of University of Shanghai for Science and Technology as the research object and guided by the framework of “three comprehensive education”, this study sorts out major pain points in existing academic assistance work. This paper adopts a quasi-experimental design, sets up matched intervention group and control group, and uses paired-sample t-test to verify the effectiveness of intervention. It constructs a data-driven dynamic monitoring system for academic early warning, establishes differentiated academic evaluation indicators suitable for diverse science and engineering majors, develops a closed-loop long-term collaborative management mechanism, and innovates digital educational paths based on smart teaching platforms. The results of this practice demonstrate that the mechanism effectively removes the educational silos among academic affairs offices, faculty, counselors, and peer mentors, achieving full participation, full-process coverage, and all-round intervention in academic support. As a result, the student course-failure rate has declined markedly, academically struggling students have shown greater improvement, and the research practice and innovation capabilities of science and engineering students have been strengthened in tandem. The practical paradigm and theoretical insights developed in this study can serve as a reference for peer institutions adapting the approach to their own contexts, and offer a model for faculties of basic sciences at comparable universities to implement “Three Comprehensive Education” and build a systematic academic support system.