A Typological Study On The Learning And Development Of Top Innovative Talents In Research University

The new era calls for the cultivation of top-notch innovative talents.University A has long explored the cultivation mode of top-notch innovative talents.In practice,it is found that there is differentiation within the top-notch innovative talents group.In order to explore the internal differences of top innovative students,this paper expects to carry out typological research on top innovative students.Based on Taxonomy and typology,student participation theory and institutional influence theory,this study adopts a combination of quantitative and qualitative methods.In terms of quantitative methods,cluster analysis and analysis of variance are used for type division and difference comparison.At the same time,combined with the interview,this paper deeply excavates the specific manifestations and reasons of the differences among various types of students.The cultivation of top-notch innovative talents in University A is divided into two types:experimental class and special excellent students.Special excellent students are further selected on the basis of experimental class students.Under two different cultivation schemes,two groups of super excellent students and non super excellent students have been formed.Firstly,this paper compares the performance of the two groups in terms of learning effect,students’ expectation and students’ engagement,introduces the scores of ordinary students outside the experimental class group,and preliminarily understands the training effect of students in the experimental class through comparison,and draws two conclusions: first,the top innovative students have excellent overall performance but insufficient learning investment,and the difference between special excellent students and non special excellent students is mainly reflected in the higher weighted scores of special excellent students;Second,there is a small gap between the non-special excellent students in the experimental class and the students in the ordinary class in some aspects.Secondly,based on the three indicators of learning effect-weighted achievement,selfreported learning harvest and students’ guidance satisfaction,this paper uses the method of cluster analysis to classify the experimental class groups,and obtains the third conclusion of this paper: Third,top-notch innovative students can be divided into follow-up type,disengaged type,comprehensive type and gifted type.Among the many factors affecting students’ learning effect,students’ expectation and student engagement are the indicators that can best reflect students’ subjective consciousness and initiative.Therefore,this paper uses the method of analysis of variance to understand the differences between different types of students in students’ expectation and students engagement,and combined with interviews to deeply explore the different characteristics of four types of students,The last two conclusions of this paper are drawn:Fourth,the academic expectation of top innovative students is higher than that of employment,the willingness to start their own business is low,and the expectation of gifted and disengaged students is lower than the overall average;Fifth,top innovative students have a high degree of active learning engagement,and the level of student teacher interaction is low.The student teacher interaction of comprehensive and follow-up students needs to be improved.Gifted and disengaged students lack learning initiative and social investment.Based on the research conclusions,five suggestions are put forward.