“三助”对硕士研究生学习的影响研究

发布时间：2018-02-01 01:20

本文关键词： 三助研究生学习影响　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：我国研究生教育从2014年实施全面收费,同时加大对"三助"岗位津贴的资助力度,"三助"成为了研究生教育投入机制改革的一项重要配套措施。"三助"对研究生学习产生怎样的影响成为一个值得深入探究的问题。本研究主要采用问卷调查法,辅以访谈,探究了"三助"对硕士生学习的影响,并得出如下结论:"三助"对硕士生的学习存在影响。7种不同的岗位经历中,助研+助教+助管和助管经历减弱了硕士生的学习动机,而其他岗位经历对学习动机有正面激发作用。不同类型"三助"岗位经历都未对硕士生课堂专业课程学习投入造成负面影响,除了助教,其他岗位经历对硕士生课外专业课程相关学习投入、自主专业学习投入造成了不同程度的负面影响。助研、助研+助教、助研+助管经历对硕士生科研投入有正面影响,助研、助教、助研+助教、助研+助管、助教+助管经历对硕士生学术交流活动投入具有正面影响。助研对硕士生毕业论文、加深专业知识的理解与掌握、提高专业领域科研能力的正面影响最大,助研+助教对硕士生提高专业领域的技术技能和运用专业知识解决实际问题能力的正面影响最大。有助研+助教工作经历的硕士生按时完成学业的信心最强,学业成绩自评、高质量期刊发表篇数、奖优型奖学金获得次数也显著优于有其他"三助"岗位经历的硕士生。不同类型"三助"岗位经历硕士生的读博意愿差异不显著。本研究还发现,"三助"对硕士生的学习影响在学位类型、学科背景、工作天数等因素上有显著差异。此外,"三助"对硕士生的学习影响与其工作量、工作难度等因素显著相关。其次,本研究发现目前"三助"工作存在如下问题:部分硕士生难以兼顾"三助"工作与学习本业,少数硕士生被迫参岗不利于打好专业基础,"三助"津贴水平整体较低,对硕士生经济改善帮助作用较小,助研对硕士生科研兴趣激发不足,老板员工型助研关系不利于激发硕士生的学习动机,助管工作与硕士生专业结合不够,助管工作量差异较大,工作安排灵活度较低等。针对上述问题,本文提出如下建议:研究生要结合自身实际与导师意见综合考虑是否参岗,选择岗位要注重专业相关,参岗期间要平衡岗位工作与专业学习,注重参岗深度等;岗位指导老师要结合岗位特征合理选拔学生,丰富岗位工作内容,把握量与难度,树立育人意识,加强对参岗学生的指导等;学校方面应加强设岗与选拔过程的监管、强调专业相关,以学生学业为本,灵活安排工作时间,扩大资金来源渠道,提高"三助"津贴标准,建立师生互评制度等。
[Abstract]:Since 2014, China's graduate education has been fully charged, while increasing the subsidy of "three aid" post allowance. "three aids" has become an important supporting measure for the reform of postgraduate education investment mechanism. What kind of impact on graduate students' learning has become a question worthy of further exploration. This study mainly adopts the method of questionnaire. With the help of interviews, this paper probes into the influence of "three aids" on master students' learning, and draws the following conclusions: "three aids" has influence on master students' learning in 7 different kinds of post experience. The experience of assistant research assistant and assistant management weakens the learning motivation of master students. The other post experience has a positive effect on the learning motivation. Different types of "three assistance" post experience have no negative impact on the master students' professional curriculum investment, except the teaching assistant. Other post experience to master students extracurricular professional courses related learning investment, independent professional learning investment has caused varying degrees of negative impact. Assistantship, assistant research assistantship. Research assistant management experience has a positive impact on the research investment of master students, assistant research, assistant research assistant, assistant research assistant, assistant research assistant management. Teaching assistant management experience has a positive impact on master degree students' academic exchange activities. Assistant research has the greatest positive impact on graduate thesis of master students, deepening the understanding and mastery of professional knowledge, and improving the scientific research ability in professional field. Assistant research assistants have the greatest positive impact on the ability of master students to improve their technical skills in professional fields and use their professional knowledge to solve practical problems. Those who have worked as assistant research assistants have the strongest confidence in completing their studies on time. Self-assessment of academic achievement and number of articles published in high-quality journals. The number of scholarships awarded is also significantly better than that of master students with other "three aid" post experience. There is no significant difference between different types of "three aid" post experience master students' willingness to read Ph.D. this study also found. There are significant differences in the factors of degree type, subject background, working days and so on. In addition, the influence of "three aids" on the study of master students is different from their workload. Second, this study found that there are the following problems in the "three aid" work: some master students can not take into account the "three aid" work and the study of the industry. A small number of master students are forced to join the post is not conducive to lay a good professional foundation, the "three aid" subsidies are lower overall, the role of economic improvement to master students is small, and the interest of research assistance to master students is not stimulated enough. The relationship between boss and employee is not conducive to stimulating the motivation of master students, the combination of management aid and master students is not enough, the difference of workload and the flexibility of work arrangement are relatively low, etc. In view of the above problems. This paper puts forward the following suggestions: the graduate students should consider whether to join the post or not in the light of their own reality and the opinions of their mentors, pay attention to the professional correlation in the selection of posts, balance the post work and professional study, and pay attention to the depth of reference posts during the period of participation; The post guidance teacher should reasonably select students according to the characteristics of the post, enrich the content of the post work, grasp the quantity and difficulty, establish the consciousness of educating people, and strengthen the guidance to the students in the post. The school should strengthen the supervision of the selection process, emphasize the specialty, be student-oriented, arrange the working hours flexibly, expand the sources of funds, and improve the "three aid" allowance standard. To establish the system of mutual evaluation between teachers and students.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G643

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