Investigation And Research On The Classroom Learning Input Of College Students In H City

Cultivating high-quality talents is the most urgent need of the country and society for higher education,and it is also an inexhaustible driving force for the development of higher education.In recent years,the research on the quality of higher education has always attracted attention,Among them,professional classroom learning input as an important way to present college students' classroom learning situation and an important indicator of professional development has gradually attracted the attention and research of experts and scholars.Analyze and discuss the status of college students' professional class learning input,It helps us to deeply understand college students' professional classroom learning,understand the role of college students' classroom learning input in professional classroom teaching,and help us think from a microscopic perspective on how to promote college students' professional classroom learning,improve college students' professional classroom learning input,and improve college students' professional develop capabilities and promote the improvement of the quality of education in institutions of higher learning.This research is based on the theory of student participation and the theory of learning input,Using stratified sampling and simple random sampling methods,500 college students from 5colleges and universities in City H are selected as the research objects.Quantitative analysis is the main method,qualitative analysis and quantitative analysis are combined to study the input of college students in professional courses in City H.First of all,the learning input of college students in H area is generally at a medium level.Specifically,the level of classroom cognitive input is moderate,the level of classroom emotional input is good,and the level of classroom behavioral input is poor.Through the description of the current situation,we can see that there are some problems in the classroom learning input.Among them,the cognitive input in the classroom includes the inability to truly understand the professional learning goals,the lack of deep understanding of knowledge,and the ability to reflect on learning and compendium needs to be improved;the emotional input in the classroom is manifested in the low sense of achievement in professional learning and difficulty in maintaining good learning state and positive emotions are difficult to transform into behaviors;classroom behavioral involvement is manifested in the seriousness of classroom silence,low effectiveness in active discussions in the classroom,and poor concentration of classroom listening.Through in-depth analysis of the problems existing in college students' professional classroom learning input,the reasons for the problems are summarized:Cognitive input lacks professional guidance,which specifically includes students' insufficient understanding of professional courses,irrational professional course assessment mechanisms,and the negative impact of traditional educational concepts;Insufficient professional interest in emotional investment,mainly including students' lack of professional learning interest,teachers' lack of professional perspective in teaching,and insufficient professional publicity and guidance;The implementation of behavioral input deviates from the true goal,mainly including the lack of students' own learning ability,the lack of participation experience in classroom discussions,the use of a single teaching method by teachers,and the excessively loose school management system.According to the specific survey results,combined with the actual situation of current college students,based on the theory of student participation and learning input theory,some suggestions are made to improve the classroom input of college students in H area at the individual level,teacher level and school level: to guide cognitive input As a basis,improve classroom learning input;focus on strengthening emotional input to promote classroom learning input;focus on implementing behavioral input to help classroom learning input.