论文标题:大学生学习权益问题的社会学分析
To Explore the New System of Community Service
论文作者 安卓
论文导师 刘慧珍,论文学位 硕士,论文专业 教育学原理
论文单位 北京师范大学,点击次数 24,论文页数 55页File Size665k
2005-05-01论文网 http://www.lw23.com/lunwen_500200477/ 大学生 ; 学习权益; 制度 ; 学生自组织
undergraduate ; the rights and interests of undergraduates’ study; institution;self-organization of students
伴随着我国高等教育的制度变革,大学生权益问题日益凸现,尤其是学生们愈发多样化的学习需求未能得到很好的满足。对此,现有的研究还相当欠缺,尚存在分析视角单一、缺乏实证研究,以及研究立场存在倾斜等问题。 为此,本研究将试图跳出目前惯用的法律和教育管理的分析视域,尝试着从社会学的视角审视大学生权益,特别是学习权益问题。对此,研究运用了调查问卷、非结构访谈等实证研究方法,对大学生的学习需求及实现情况进行了调查。进而以组织理论为依托,以制度分析为理论框架和分析工具,探寻了大学生学习权益受损的原因,并提出有针对性的解决策略。最终得出了以下基本结论: 第一,学生们普遍对高等教育有着很高的期望值,都希望能够通过大学的学习提升自己的总体素养,增强自身各方面的能力。具体而言,学生们希望能够获取更多领域的、前沿且实用的知识;能够有自主学习的时间和空间,并有机会参加科研、投身实践;能够有科学多样的评价方式和评价标准来检验自身的学习效果;能够有宽松弹性的制度空间以及自主选择权力。然而,在现实中,学生们的这些需求并没能得到很好的满足:学习内容陈旧且远离实践、学习方式突出教师中心、学习评价仅注重考查知识的记忆,相关的学习制度也限制过多、缺乏弹性,这些都在一定程度上损害了学生们的学习权益。 第二,大学生学习权益受损的制度根源主要来自两方面。一是,我国高等教育制度设计的主体相当单一,高校制度安排的建设、完善、修改以及解释几乎都是由国家和主管部门完成的,与制度密切相关的学生等群体很少有机会能够参与制度的设计,致使高校相关制度没能很好地关注和体现学生的利益。二是,高校在其制度设计时没能很好的遵循激励相容原则,未能做到将组织的利益与其成员的利益保持一致。很多制度往往仅考虑到了如何便利学校的管理,却忽略了如何同时去满足学生群体的利益。 第三,针对高校相关制度忽视学生利益需求的问题,可以尝试采取如下的对策去解决。一是以激励相容原则来指导制度的设计。通过各种可行的方式将主动了解学生的利益需求作为一项常规性工作确立下来,并允许学生参与与其密切相关的制度设计。二是发展学生自组织,建立更为主动的反映和沟通机制。
Issues on the rights and interests of undergraduates have been overt as the transformation of higher education institutions in our country. It is especially so in that students’ increasingly diverse demands on study are not well satisfied. However, current research on this are deficient and have some shortcomings with singular-perspective, lack of demonstration and an incline on the position of research, etc. Therefore, the author tried to study beyond the analysis angle such as law and management that is currently used, and to examine the rights and interests of undergraduates, especially these on studying, in an angle of sociology. This research thus used demonstrating means such as questionnaires and un-structured interviews to investigate the undergraduates’ demands on study and their current situation. It further probes into the reasons that harm their rights and interests of study with organizational theories as a foundation and institutional analysis to be theoretical frame and means of analysis. In the first place, students at large highly presume upon higher education to increase their attainments in general and abilities in various aspects. To be concrete, students expect to gain more advanced and practical knowledge in more areas; to have self-determined time and spaces of study and to have opportunities of research and practice; to be evaluated on performance by various and scientific methods and criterion; and to be put into a free and flexible institution with the right of self-option. However, in practical, such needs are not well satisfied: contents are obsolete and unpractical, study means are teacher-centered, evaluations focus only on memorization, and related institution of study is lack of flexibility but in excessive of limitation. Above-mentioned harm the rights of study of the students to a certain extent. Secondly, as far as the institutional aspect is concerned, the harm of the rights and interests of study of the undergraduates roots mainly in the following two aspects. The first one is that the provider of our institution of higher education is single, and the government and directing department construct, consummate, modify and explain higher education institution. In contrast with that, groups such as students that closely relate to the system have very few opportunities to take part in the design of the institutions. This results in the related institutions in higher educational institutions less focusing and representing the interests of students. The second one is that when doing institution design, higher education institutions fail to follow the principle of incentive compatibility and to keep a consistency between the interests of organization and that of its members. Last but not least, in regard to the neglect of correlative institution of higher educational institutions on students’ demands on their benefits, following countermeasures can be taken. First is to have the principle of incentive compatibility as a guideline on institutional designation. Various feasible means can be taken to find out students’ demands and be established as a set of routine tasks. Students should also be allowed to participate in the designation of institutions that closely relate to themselves. Meanwhile, students’ organizations can be founded to facilitate a more initiative mechanism of reflection and communication.
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