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| 研究生上课究竟有没有用？——对感知课程价值及其影响机制的质性分析 |
| Is It Beneficial for Postgraduates to Attend Classes? A Qualitative Analysis of the Value Perceived from Classes and the Influencing Mechanism |
| 投稿时间：2025-07-23 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.06.07 |
| 中文关键词: 研究生课程;感知课程价值;期望-价值理论;课程无用论 |
| 英文关键词: postgraduate course;course value perceived;expectancy-value theory;the idea of "courses are useless" |
| 基金项目:华中科技大学文科"双一流"建设平台学位与研究生教育研究所研究成果;湖北省本科高校省级教学改革研究项目"面向卓越工程师培养的新时代研究生课程体系改革研究"(2023072) |
| 作者 | 单位 | | 彭湃 | 华中科技大学 教育科学研究院, 武汉 430076 | | 杨巍 | 华中科技大学 教育科学研究院, 武汉 430076 | | 闫畅 | 华中科技大学 教育科学研究院, 武汉 430076 |
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| 中文摘要: |
| 研究生教育中"课程无用论"正大行其道。为回应这种似是而非的观点,有必要对课程价值进行深入探究。基于对29位研究型大学工科研究生的访谈,发现研究生感知的课程价值体现在知识习得、知识生产、学习心理和职业社会化四个维度,且各维度之间存在较大的价值不平衡。感知课程价值具有时滞性、有限性、动态性和异质性等特征。在本文构建的课程价值影响机制模型中,学生个体的发展需求是课程价值实现的起点;选课制度安排确定了具体的课程;课程内容设计与功能模块设计耦合发挥着课程本体的价值;教师的教学态度与投入、对资源的教学转化以及教学技能和方法服务于本体价值的发挥;外部资源对课程价值发挥替代效应,重要他人的看法也会影响感知课程价值。基于本理论模型提出了若干提升课程价值的对策。 |
| 英文摘要: |
| Currently, the idea that courses are useless is prevalent in postgraduate education. To address this doubt, it is necessary to conduct in-depth research on the value of the course. Based on interviews with 29 engineering postgraduates from research universities, the authors find that the value of the courses perceived by postgraduates is reflected in four main dimensions: knowledge acquisition, knowledge production, learning psychology, and professional socialization. The authors also noted an obvious imbalance between these dimensions. The perception of course value involves time delay, finiteness, dynamics, and heterogeneity. In the course value influencing mechanism model proposed in this paper, the individual developmental needs of students are the starting point for realizing the value of the course; the arrangement in accordance with the course selection system determines the specific courses; the coupling of course content design and functional module design highlights the value of the specific course; The teaching attitude and dedication of teachers, their transformation of resources into teaching practices, and their teaching skills and methods all serve to bring out the intrinsic value; external resources can have substitution effect on the value of courses. Additionally, the opinions of important others can affect the perceived value of a course.Based on this theoretical model, the authors put forward some solutions to enhance the course’s value. |
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