| “双一流”大学招生倾斜政策下弱势学生发展的追踪研究 |
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| 引用本文： | 王严淞,马莉萍.“双一流”大学招生倾斜政策下弱势学生发展的追踪研究[J].复旦教育论坛,2021,19(1):89-96. |
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| 作者姓名： | 王严淞 马莉萍 |
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| 作者单位： | 北京大学 教育学院 |
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| 基金项目： | 中国博士后科学基金面上课题“我国一流大学本科师生交往疏离及质量治理研究”（2019M660006）;教育部高等教育司委托课题“大学生培养体系及学生发展理论研究”（20191702） |
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| 摘 要： | 倾斜性招生政策是近年来我国面向贫困地区弱势学生实施的重要举措。使用国内某“双一流”大学追踪调查数据,分析国家专项与高校专项两类学生的在学发展情况。研究发现,两类专项学生受惠于倾斜性招生政策得以被录取,尽管高考成绩显著更低,但在各类能力自评得分方面没有劣势。不过,进入大学后,国家专项学生在自我认知方面和高校专项学生在批判性思维发展方面的自评得分均存在显著劣势。此外,高校专项学生入学时的毅力优势也在大三消失。在学业成绩方面,受学业基础较差影响,两类专项学生大一课业成绩显著偏低,且均在人文学科方面表现不佳。国家专项学生所获得的高考降分越多,大一挂科率和挂科数均显著越高,平均成绩显著越低,且在人文学科中尤为明显。研究认为,“双一流”高校在制定和实施国家专项招生政策时,应根据各自往年生源情况科学分配各学科专项招生名额,给予专项生更多的志愿填报指导,尝试放宽专项生转专业限制,并为专项生提供富有针对性的发展支持,在保障弱势学生入学机会的同时,更好地促进其在大学期间的良性发展。
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| 关 键 词： | 倾斜性招生政策 高考 国家专项 高校专项 公平 质量 |
A Longitudinal Study on Disadvantaged Students' Development under the Preferential Enrollment Policy of a "Double First-Class" University |
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| WANG Yansong,MA Liping.A Longitudinal Study on Disadvantaged Students' Development under the Preferential Enrollment Policy of a "Double First-Class" University[J].Fudan Education Forum,2021,19(1):89-96. |
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| Authors: | WANG Yansong MA Liping |
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| Institution: | Graduate School of Education, Peking University |
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| Abstract: | The preferential enrollment policy is an important higher education measure for disadvantaged students from underdeveloped areas in recent years. In this article, we use the survey data of a domestic "double first-class" university to track the change of enrollment opportunities and academic development of students admitted through the national special program and college special program. The study found that students from the two special programs admitted through the preferential admissions policy had significantly lower college entrance examination scores, but demonstrated no disadvantages in the self-assessment scores of other academic abilities. However, after entering the university, students from national special programs reported significantly lower scores in self-recognition, and students from college special programs had significantly lower self-reported scores in critical thinking. In addition, college special program students'' advantages in perseverance have disappeared in junior year. In terms of academic performance, affected by the weaker academic foundation, students from two special programs had significantly lower grades in the first year, and both of them performed poorly in humanities subjects. The more the students from national special program got the preferential policy of lowering the admission scores of the college entrance examination, the higher the rate and the number of failed subjects in the freshman year, and the lower the average GPA, especially in the humanities. The current article argues that when "double first-class" universities formulate and implement national special enrollment policies, they should scientifically allocate special enrollment quotas for each subject according to their respective student sources in previous years, give disadvantaged students more guidance in college application, relax restrictions on disadvantaged students'' major choices, provide targeted development support for disadvantaged students, while ensuring the opportunities for disadvantaged students to enroll, and promoting their healthy development during the college years. |
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| Keywords: | the preferential enrollment policy college entrance examination national special plan college special plan equity quality |
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