Research On Improving The Academic Support System For Special Program Students In The Double First-Class Project Universities

"The people are the foundation of a country and only when the people lead a good life can the country thrive." The Party and the State have always put the interests of the people in the first place.With the gradual acceleration of the popularization of higher education and the continuous expansion of the scale of higher education,the imbalance in the distribution of high-quality higher education resources has gradually become prominent,especially for students in poor areas and rural areas who are in a disadvantaged position in the competition for access to high-quality higher education.Since the implementation of the special enrollment program in 2012,the proportion of students from impoverished areas and rural areas in key universities has continued to increase.But at the same time,the "mismatch"between the academic foundation of this group of students and the traditional admission standards has led to doubts from all walks of life about the effectiveness of the implementation of the program.According to the application of the difference principle in the Rawls’ Theory of Justice in the field of pedagogy,rational allocation of educational resources to improve the academic achievement of students in special programs is an important way to achieve fairness in the educational process and an important starting point for the realization of substantive equality in education.Dedicated academic support should be provided for students under the specialized program.Therefore,the purpose of this study is to put forward suggestions for the improvement of the academic support system by analyzing the current status of the academic achievements of students under the special program,the current status of the academic support system of the colleges,and the actual needs of the students,drawing on relevant experience from outside the region.This study takes University A as a single case study object,and selects several program students as interview objects through the snowball method to carry out in-depth interviews to grasp the current situation of the academic achievements of students in University A’s special program,the current status of the academic support system for students in University A’s special program,and their actual needs for the academic support system.Subsequently,this study takes the "Little Ivy" liberal arts colleges in the United States as the multi-case study object of this research,and selects 14 top liberal arts colleges to analyze the characteristics of their academic support systems for reference.Finally,this study synthesizes the data collected to provide a framework for improving the academic support system for students in special programs.Through interviews and surveys,this study has found that the interviewees are academically struggling,socially alienated,passive in planning,and emotionally inferior in terms of academic achievements;the academic support system of University A is mainly based on compensatory teaching,focusing on group teaching methods rather than the individualized counseling model.It mainly features personal emotional social initiation rather than institutionalized social activities.Although career counseling exists in form,it lacks attractiveness and practical effects.Through the reflection on the current situation and the system,the interviewees are more looking forward to obtaining academic support in advance,and suggest that the Academic Support Center should improve teaching methods and teaching content.They expect colleges to provide more platforms and opportunities to improve overall quality,more personalized and continuous counseling,and more convenient and safe psychological counseling mode.The colleges are also expected to provide parents with diversified channels to understand students,academic work and schools,and help parents better support or guide students in terms of academic work and career choices.This study proposes the following recommendations.Firstly,improve primary interventions and accurately screen intervention targets.It’s important to pay attention to the dynamic monitoring of students’ academic performance through the "screening" process,and accurately screen out the group of students who need academic support and their academic needs.And we should attach importance to the "correction" process to promote the continuous cyclic development of the screening system.Secondly,improve secondary interventions and build a learning community.Develop academic support centers to enhance academic readiness;Unleash the power of students and attach importance to identity recognition;Finally,improve the three-level intervention and build a personalized intervention system.Improve the institutional network and provide more refined digital support.And,expand the informal learning space and provide a relaxed social environment.The research innovations and contributions mainly include:First,this study attempts to construct a theoretical framework that couples educational equity theory and academic support theory.This theoretical framework can analyze the current academic achievements,academic support systems,and student needs of students in special programs,and can also provide an ideal model for building a more complete academic support system;Secondly,as a school-based study,this study can identify the school-based problems of A University,propose solutions that are appropriate to the actual situation of the university,effectively improve the academic achievements of students in the special program of A University,and provide universal academic support system reference for institutions implementing the special enrollment plan.