Research On The Impact Path Of The Quality Of Student-faculty Interaction And Valued-added Cognitive Ability Of College Students

With the background of modernization,popularization and globalization of higher education,the construction of first-class universities requires that universities have good quality of teaching and research.The main task of its quality standards in student development is to enable students to master the cognitive skills of lifelong learning.The emphasis on the importance of student interaction in the Seven Principles of Good Practice in Undergraduate Education indicates that student-faculty interaction is an important factor affecting the quality of teaching and research in higher education.At present,the interaction between students and teachers doesn't play an important role in theory and practice.Therefore,this study takes the student-faculty interaction quality as the research object,and discusses its positive effect on the development of students' cognitive ability,theoretically supporting the important significance of the student-faculty interaction and the influence mechanism of cognitive ability training,and providing practical suggestions.This study adopts the method of empirical research and draws on the data of the National Undergraduate Proficiency Assessment(NACC)questionnaire,investigating the direct and indirect relationship between the quality of postgraduate interaction and the development of cognitive ability of college students.First,SPSS is used to describe all the variables and analyze the differences in the college background.Secondly,based on Pascalella's general model for assessment change,combined with observer-expectation effect and planned behavior theory,this research use MPLUS to test two path analysis models,which constructed with the mediators(academic expectations,curriculum learning input,and extracurricular activities),dependent variables(the quality of student interaction)and independent variables(value-added ability of critical thinking and problem-solving).Though this,the research tries to find out the different direct effects of the quality of student interaction on the value-added cognitive ability and whether the value-added cognitive ability is obtained indirectly through the participation of different in and out of class activities.The research results show that 1)the student-faculty interaction quality has a significant direct effect on the value-added of critical thinking ability and the value-added problem-solving ability,and the direct effect of value-added problem-solving ability is greater than that of the value-added ability of critical thinking.2)and the indirect effect between the quality of the student-faculty interaction and value-added cognitive ability is significant.The simple and chained intermediary formed by the academic expectation and participation in extracurricular activities has an impact on the value-added critical thinking ability;the simple and chained intermediary formed by academic expectation and course learning input have an impact on the value-added problem-solving abilities.In order to better utilize the function of student-faculty interaction on cognitive ability,this study puts forward the following conclusions: 1)encourage high quality student interaction and pay more attention to the quality of interaction;2)improve students' academic expectations and stimulate students' learning motivation;3)put more emphasis on interdisciplinary learning and improve interdisciplinary systems 4)create an atmosphere of participation in extracurricular practice activities to facilitate the transform from knowledge to ability.