中医药院校“一站式”学生社区视域下网络素养与社会责任感培育研究

Cultivating University Students’ Network Literacy and Social Responsibility in “One-Stop” Student Communities at Universities of Chinese Medicine

摘要: 目的：了解智媒时代中医药院校大学生网络素养、专业认同、团组织参与体验与社会责任感现状，分析各变量之间的关系，并探讨其对高校“一站式”学生社区育人的启示。方法：2026年9月选取吉林省1所中医药本科院校，按照年级和专业类别分层开展线上问卷调查，共收到923份正式提交问卷，最终纳入符合预设质量标准的843份，有效率为91.3%。问卷包括基本信息、网络素养16题、专业认同3题、团组织参与体验3题、社会责任感16题及培养需求题。采用描述性统计、信效度检验、差异检验、Pearson相关和多元线性回归进行分析。结果：网络素养、专业认同、团组织参与体验和社会责任感得分分别为4.087 ± 0.621、4.402 ± 0.608、4.239 ± 0.693和4.358 ± 0.533，Cronbach α系数分别为0.959、0.908、0.945和0.972。网络素养、专业认同、团组织参与体验均与社会责任感呈正相关(r = 0.675、0.705、0.727，均P < 0.001)。三项变量共同进入回归模型后，均与社会责任感独立正向关联(β = 0.255、0.292、0.407，均P < 0.001)，模型调整R²为0.673。控制人口学与网络使用变量后结果方向不变。学生最希望学校加强中医药科学传播、网络伦理与隐私保护、志愿服务与社会实践。结论：调查对象总体得分较高，信息辨识相对薄弱；网络素养、专业认同与团组织参与体验均与社会责任感显著相关。中医药院校可依托“一站式”学生社区，将专业教师、辅导员、团组织和学生自治力量下沉公寓，通过信息支持、情感支持、实践资源支持和评价反馈，形成线上线下贯通的培养路径。

Abstract: Objective: To investigate network literacy in the intelligent media era, professional identity, Youth League participation experience and social responsibility among students in a university of Chinese medicine, to examine their associations, and to discuss implications for education in “one-stop” student communities. Methods: A grade- and major-stratified online survey was conducted at one university of Chinese medicine in Jilin Province in September 2026. Of 923 formally submitted questionnaires, 843 met the prespecified quality criteria, yielding an effective rate of 91.3%. The questionnaire included basic information, 16 items on network literacy, 3 items on professional identity, 3 items on Youth League participation experience, 16 items on social responsibility, and items on training needs. Descriptive statistics, reliability and validity tests, group comparisons, Pearson correlation and multiple linear regression were used. Results: Mean scores for network literacy, professional identity, Youth League participation experience and social responsibility were 4.087 ± 0.621, 4.402 ± 0.608, 4.239 ± 0.693 and 4.358 ± 0.533, respectively; Cronbach α coefficients were 0.959, 0.908, 0.945 and 0.972, respectively. Network literacy, professional identity and participation experience were positively correlated with social responsibility (r = 0.675, 0.705 and 0.727, respectively; all P < 0.001) and were all independently positively associated with social responsibility after the three variables jointly entered the regression model (β = 0.255, 0.292 and 0.407, respectively; all P < 0.001; adjusted R2 = 0.673). After controlling for demographic and internet-use variables, the directions of the associations remained unchanged. Students most strongly hoped that their universities would strengthen science communication on Chinese medicine, internet ethics and privacy protection, volunteer services, and social practice. Conclusion: Universities of Chinese medicine may use “one-stop” student communities to enable professional teachers, counselors, Youth League organizations and student self-governance forces to work within student residences and to form an integrated online-offline cultivation pathway through information support, emotional support, practice resources and evaluative feedback.