大学生思政课认同状况的调查——基于全国53所高校的问卷数据

采用问卷抽样调查方法,对涵盖全国22省53所高校的5300名本科生进行了思政课认同调查.结果表明:对课程总体认同度较高,相对而言学习获得感有待提升;对课程内容认同度较高,其中的民族观教育还需要强化;对思政课教师的素质能力普遍认同,但对其教学创新能力充满期待;对思政课教学方法基本认同,但对其效果评价有一定差异;学习收获认同度整体较高,但理论获得感相对较弱.调查显示,课堂教学、社会环境和个人认知水平是影响认同度的主要因素.建议加强大学生思政课教学内容的学理性阐述,提升思政课教师的信息化教学能力和教学创新能力,增强教学方法改革的科学化技术含量,以不断增强大学生运用理论武器整合社会环境与个人认知之间张力的能力和水平,提升思政课学习获得感.

An Investigation on the Status of Undergraduates' Ideological and Political Class Approval: Based on Questionnaire Data from 53 Universities across China

Using the questionnaire sampling method, 5,300 undergraduates from 53 colleges and universities in 22 provinces across the country were surveyed on ideological and political theory courses. The results show that the overall recognition of the curriculum is relatively high, relatively speaking, the learning gain needs to be improved; the recognition of the curriculum content is relatively high, and the education of ethnicity needs to be strengthened; the quality and ability of the teachers of the ideological and political theory courses are generally recognized, but It is full of expectations for its teaching innovation ability; basically agrees with the teaching methods of ideological and political theory courses, but there are certain differences in its effect evaluation; the overall recognition of learning gains is higher, but the sense of theoretical acquisition is relatively weak. The survey shows that classroom teaching, social environment and personal cognition level are the main factors that affect identification. It is recommended to strengthen the the rational elaboration of the teaching content of the ideological and political theory courses for college students, and to improve the informatization teaching ability and teaching innovation ability of the ideological and political theory course teachers, and enhance the scientific and technological content of the teaching method reform, so as to continuously enhance the use of theoretical weapons by college students to integrate the social environment The ability and level of tension between personal cognition and personal cognition enhance the sense of learning in ideological and political theory courses.