Research On Students’ Course Learning Engagement And Its Influencing Factors In Heilongjiang High-level University

Student curriculum learning engagement is a hot topic in international higher education research.In recent years,domestic researchers have paid more and more attention to it.However,on the whole,the research on college students’ curriculum learning engagement is still in its initial stage in China.The research on college students’ curriculum learning input not only highlights the educational concept of "student-centered learning and development",but also plays an important role in the education quality evaluation and quality assurance of talent cultivation in China’s higher education.In view of this,this paper,based on the survey data of students’ course learning in high-level universities in Heilongjiang province,studies the course learning input and its influencing factors,aiming to promote the reform of domestic curriculum and provide some reference for improving the quality of curriculum.This paper adopts literature analysis method,quantitative analysis method and questionnaire survey method to conduct the research,mainly referring to Frederick’s three-dimensional theory of learning engagement,Chinese College Student Learning and Development Tracking Study(CCSS)and Chinese version of UWES-S,and based on the literature related to college students’ course learning engagement at home and abroad,we set study habits,classroom discussion and innovation,classroom interaction and teacher-student interaction according to the learning characteristics of full-time undergraduate students at Heilongjiang High Level University.The evaluation index system of course learning engagement was constructed by setting four indicators: study habits,classroom discussion and innovation,peer interaction and teacher-student interaction.The three dimensions of personal characteristics,teacher support and environmental support factors were selected to explore their correlation and influence on students’ engagement in course learning.The data on the course learning of students at Heilongjiang High Level University were collected and analyzed and processed through a questionnaire survey.The results of descriptive statistical analysis,factor analysis,analysis of variance,correlation analysis and regression analysis show that(1)students’ level of commitment to course learning is average.Students generally have good "study habits",but their performance in other dimensions of learning engagement,especially in the "teacher-student interaction" and "peer interaction" dimensions of the course learning process.(2)The overall situation of teachers’ lectures was good.Students were satisfied with the"teacher’s teaching ability",but the"post-class assignments and assessments"and"teacher’s interaction and feedback"were not sufficient,and there was a lack of communication and interaction between the teacher and students.(3)The school’s environmental support was generally good.The school was able to create good learning conditions for the students,and the students were satisfied with the"resource environment"provided by the school.However,in the dimension of"human environment",the social culture of learning does not meet the standard expected by students,indicating that the society does not pay enough attention to education.(4)Teacher support has a significant effect on students’commitment to learning in the curriculum.All factors of teacher support have significant effects on learning engagement,among which"after-school homework and assessment"has a higher correlation coefficient with"class participation"and"study habits"of learning engagement.(5)Environmental support has a significant impact on students’engagement in the course.Among them,"humanistic environment"has a significant positive correlation with all factors of course learning engagement,and"resource environment"has a significant correlation with"class participation"and"study habit".Learning habits"also had a significant effect.It indicates that"human environment"and"resource environment"play an important role in the influence on course learning commitment in the dimension of environmental support.(6)One-way ANOVA and t-test on the factors of personal background and commitment to course learning of college students showed that the influence of personal background on students’commitment to course learning was small.For how to improve students’ engagement in course learning at high-level universities in Heilongjiang,this study makes recommendations at three levels: school,teachers and students.At the school level,it is necessary to gradually strengthen the faculty;create a positive course learning atmosphere for students;provide sufficient learning resources and pay attention to the campus learning environment.At the teacher level,we should create a quality classroom environment for students;focus on cultivating students’ learning habits.At the student level,it is necessary to cultivate their own good learning attitudes and clear value orientations;improve their sense of autonomy and increase classroom integration;optimize learning strategies and cultivate cooperative learning spirit.