高职少数民族学生学习状况及人际关系分析——以内地高职新疆籍少数民族学生为例
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摘要
目的:了解内地高职新疆籍少数民族学生学习状况与人际关系。方法:采用分层抽样,利用自制量表进行调查。结果:内地高职新疆籍少数民族学生学习状况总体平均值和人际关系总体平均值分别为(3.76±1.17)和(2.85±1.13);女生、老生、贫困生、农村学生、父亲文化程度高学生的学习状况水平分别显著高于男生、新生、非贫困生、城市学生、父亲文化程度低学生(P<0.05);学生学习状况存在师生人际关系、宿舍人际关系的显著性差异(P<0.05),不存在家庭人际关系、班级人际关系的显著性差异(P>0.05);学生学习状况与师生人际关系、宿舍人际关系的显著相关(P<0.05),与家庭人际关系、班级人际关系相关不显著(P>0.05)。结论:内地高职新疆籍少数民族学生学习状况水平偏低,可通过改善宿舍人际关系和师生人际关系来提升学生学习状况水平。
This paper is designed to understand the learning status and interpersonal relationship of Xinjiang ethnic minority students in domestic vocational colleges. Investigation will be complemented by stratified sampling and self-made scale. The investigation result is as followings: firstly, population mean of learning status is 3.76±1.17,and population mean of interpersonal relationship is 2.85±1.13 for Xinjiang ethnic minority students in domestic vocational colleges. Secondly, the learning status of those who are female, senior or poor from the rural or having a high-educated father are significantly higher than that of those who are male, freshmen or rich from urban areas or having a low-educated father(P < 0.05). Moreover, there is no significant difference between family interpersonal relationship and class interpersonal relationship(P > 0.05). Finally, students' learning status is significantly correlated with teacher-student interpersonal relationship and dormitory interpersonal relationship(P < 0.05) while there is no significant correlation between family interpersonal relationship and class interpersonal relationship(P > 0.05).Therefore, a conclusion has been reached that the learning level of Xinjiang minority students in domestic vocational colleges is relatively low, which can be improved by strengthening dormitory interpersonal relationship and teacherstudent interpersonal relationship.
This paper is designed to understand the learning status and interpersonal relationship of Xinjiang ethnic minority students in domestic vocational colleges. Investigation will be complemented by stratified sampling and self-made scale. The investigation result is as followings: firstly, population mean of learning status is 3.76±1.17,and population mean of interpersonal relationship is 2.85±1.13 for Xinjiang ethnic minority students in domestic vocational colleges. Secondly, the learning status of those who are female, senior or poor from the rural or having a high-educated father are significantly higher than that of those who are male, freshmen or rich from urban areas or having a low-educated father(P < 0.05). Moreover, there is no significant difference between family interpersonal relationship and class interpersonal relationship(P > 0.05). Finally, students' learning status is significantly correlated with teacher-student interpersonal relationship and dormitory interpersonal relationship(P < 0.05) while there is no significant correlation between family interpersonal relationship and class interpersonal relationship(P > 0.05).Therefore, a conclusion has been reached that the learning level of Xinjiang minority students in domestic vocational colleges is relatively low, which can be improved by strengthening dormitory interpersonal relationship and teacherstudent interpersonal relationship.
引文
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[2]刘爱春,许晓静,沈佳,等.旅游类高职院校学生学习状况研究——基于对10所旅游类高职院校学生的调查[J].职业技术教育,2017,38(11):40-43.
[3]洪文,谢依旦·艾合麦提,汤海燕.文化融合视阈下的内地高校新疆少数民族学生学习压力探究[J].湖北师范学院学报(哲学社会科学版),2016,36(1):69-72.
[4]张少云,娄利杰.新疆少数民族学生汉语学习倦怠心理分析与对策[J].和田师范专科学校学报,2017,36(3):30-34.
[5]赵静婉,夏文熠.新疆少数民族预科生英语语言能力及跨文化交际能力现状调查[J].内蒙古师范大学学报(教育科学版),2018,31(1):97-105.
[6]刘爱春,许晓静,沈佳,等.高职院校学生学习状况的影响因素分析——基于对10所旅游类高职院校学生的调查[J].职教通讯,2017(11):39-42.
[7]王培婷,刘琳.论高等教育翻转课堂的教学设计与实施——基于学习者期望价值理论的视角[J].中国成人教育,2017(7):98-100.
[8]王兴立,倪林英.书院混合制住宿对大学生宿舍人际关系的影响因素及作用路径[J].岳阳职业技术学院学报,2017,32(3):6-12.