推拉理论视野下的大学生转专业行为分析
|
摘要
推拉理论是社会学领域解释人口迁移的典型理论,将人口迁移的原因归为迁出地推力、迁入地拉力、中间阻碍因素以及人口因素。基于推拉理论的视角,构建大学生转专业的解释框架,将影响大学生转专业的因素归为原专业推力、转入专业拉力以及中间因素,这三方面因素的综合作用推动大学生转专业行为的发生。研究发现:学生报考专业具有盲目性与他主性、转专业后适应困难、高校专业设置与培养措施不合理、转专业政策不完善。为此提出以下建议:学生应全面了解所选专业;高校应继续实行"大类招生、专业分流"的培养模式,合理设置专业,改进培养措施,完善转专业制度。
The push-pull theory is typically used in sociology to explain population migration: population migration is mainly attributed to the driving force of the original region, the pulling force of the targeted region, the obstacle factors and the demographic factors. Based on this theory, college students' major transferring behavior is affected by the driving force of the original major, the pulling force of the targeted major, and the obstacles. Analysis shows that students are blind and heteronomous in major selection, that they find it difficult to adapt to the new major, that major setting and training is inadequate, and that the major transferring policy leaves room for improvement. Therefore, it is proposed that students should have a comprehensive understanding of the selected majors and that the present model of enrolling students in first-level categories should continue and the enrolled students will get distributed into different sub-level majors. Besides, major setting and training and major transferring policy need further improvement.
The push-pull theory is typically used in sociology to explain population migration: population migration is mainly attributed to the driving force of the original region, the pulling force of the targeted region, the obstacle factors and the demographic factors. Based on this theory, college students' major transferring behavior is affected by the driving force of the original major, the pulling force of the targeted major, and the obstacles. Analysis shows that students are blind and heteronomous in major selection, that they find it difficult to adapt to the new major, that major setting and training is inadequate, and that the major transferring policy leaves room for improvement. Therefore, it is proposed that students should have a comprehensive understanding of the selected majors and that the present model of enrolling students in first-level categories should continue and the enrolled students will get distributed into different sub-level majors. Besides, major setting and training and major transferring policy need further improvement.
引文
[1]新生换专业理性对待“专业兴趣” 专家建议[EB/OL].(2010-12-13)[2018-03-01].http://edu.163.com/10/1213/09/6NPBK0BK00293L7F.html.
[2]江耘.浙江破局“一考定终生” 大学生可重新选择专业[EB/OL].(2012-12-26)[2018-03-01].http://www.chinanews.com/edu/2012/12-26/4440612.shtml.
[3]李文君.“零门槛”转专业时代[J].教育与职业,2011(13):58-61.
[4]教育部.普通高等学校学生管理规定[EB/OL].(2017-02-16)[2017-02-04].http://www.moe.edu.cn/srcsite/A02/s5911/moe-621/201702/t20170216-296385.html.
[5]王瑞杰.推拉理论视角下农民参加新型农村社会养老保险的动力机制研究[D].重庆:重庆大学,2010.
[6]LEE E S.A theory of migration[J].Demography,1966(1):47-57.
[7]王振营.人口迁移的规律——不同条件下人口迁移模型研究[D].北京:中国人民大学,1993.
[8]方慧圻.对高校转专业现状的思考[J].天津师范大学学报(社会科学版),2007(3):77-80.
[9]2017中国大学生就业报告(就业蓝皮书)发布[EB/OL].[2018-03-01].http://www.sohu.com/a/148922684-253609.
[10]苏强,张东,周健民,等.本科生转专业问题的调查分析[J].高等工程教育研究,2016(1):97-102.
[11]李强.影响中国城乡流动人口的推力与拉力因素分析[J].中国社会科学,2003(1):125-136,207.
[12]朱振岳,孙江月,林世军.学生转专业教师就该减收入?[N].中国教育报,2007-06-14(2).
[13]陈文博.心理咨询科全书[M].长春:吉林人民出版社,1991:684.
[14]王小玲.转专业大学生学习适应研究——基于学习、人际适应的视角[D].石家庄:河北师范大学,2017.
[15]陈瑛,周剑虹.我选择我喜欢[N].中国教育报,2003-02-19(1).
[16]王克臣,冷超.特色应用型本科院校按大类招生培养方案的改革探索——以哈尔滨学院为例[J].教育探索,2016(12):80-82.
[2]江耘.浙江破局“一考定终生” 大学生可重新选择专业[EB/OL].(2012-12-26)[2018-03-01].http://www.chinanews.com/edu/2012/12-26/4440612.shtml.
[3]李文君.“零门槛”转专业时代[J].教育与职业,2011(13):58-61.
[4]教育部.普通高等学校学生管理规定[EB/OL].(2017-02-16)[2017-02-04].http://www.moe.edu.cn/srcsite/A02/s5911/moe-621/201702/t20170216-296385.html.
[5]王瑞杰.推拉理论视角下农民参加新型农村社会养老保险的动力机制研究[D].重庆:重庆大学,2010.
[6]LEE E S.A theory of migration[J].Demography,1966(1):47-57.
[7]王振营.人口迁移的规律——不同条件下人口迁移模型研究[D].北京:中国人民大学,1993.
[8]方慧圻.对高校转专业现状的思考[J].天津师范大学学报(社会科学版),2007(3):77-80.
[9]2017中国大学生就业报告(就业蓝皮书)发布[EB/OL].[2018-03-01].http://www.sohu.com/a/148922684-253609.
[10]苏强,张东,周健民,等.本科生转专业问题的调查分析[J].高等工程教育研究,2016(1):97-102.
[11]李强.影响中国城乡流动人口的推力与拉力因素分析[J].中国社会科学,2003(1):125-136,207.
[12]朱振岳,孙江月,林世军.学生转专业教师就该减收入?[N].中国教育报,2007-06-14(2).
[13]陈文博.心理咨询科全书[M].长春:吉林人民出版社,1991:684.
[14]王小玲.转专业大学生学习适应研究——基于学习、人际适应的视角[D].石家庄:河北师范大学,2017.
[15]陈瑛,周剑虹.我选择我喜欢[N].中国教育报,2003-02-19(1).
[16]王克臣,冷超.特色应用型本科院校按大类招生培养方案的改革探索——以哈尔滨学院为例[J].教育探索,2016(12):80-82.