大四現象：一種學習方式的轉型--清華大學本科教育學情調查報告2013

The Fourth-Year Undergraduate Phenomenon:Transition of the Learning Style

大學生的發展是一個動態的過程，每一階段都有其獨特特征。本研究基于清華大學已經進行了五年的“中國大學生學習與發展追蹤研究”的實證數據，借助大學生發展理論，重點對大四學生的學習發展特征和規律進行深入研究，試圖揭示受中國社會變遷及教育改革影響、有清華教育特色的“大四現象”。研究發現，清華大學的大四現象主要體現在：高年級課程教學挑戰度明顯不足，院校和教師對大四學生課堂學習投入的要求明顯下降；但深入剖析后又發現這樣一些特征：第一，大四學生對非課程性、高影響力教育活動的投入明顯增加，自主探究性學習顯著提高。第二，大四學生具有更大的學習自由度和自主權，也具有更強的內部動機；第三，大四學生更多采用反思性學習和整合性學習方式，自主探究性學習行為得分更高；第四，大四學生與教師的互動更加頻繁，互動方式更加深入和個人化。本研究用清華案例說明：大四階段學生的學習不再是前三年的自然延續，甚至不是傳統意義上本科學習的終結階段。大四是學生人生學習和成長的重要階段，是學生轉向社會人、勞動者或者研究者的重要過渡期。

The development of college students is a dynamic process，with each developmental stage having its own characteristics.This study uses data from the “Chinese College Student Survey”(CCSS)，which has been conducted for five years，to analyze the learning style and developmental fea-tures of fourth-year undergraduates.It is found that two major problems exist in the fourth year’s teaching and learning:courses are not challenging enough and the requirement for student engagement from teachers and departments relaxes.It is also found that the learning approach of fourth-year students exhibits four features:first，reflective and integrative learning is the main feature;secondly， fourth-year students have more freedom and autonomy in deciding what to learn with more intrinsic mo-tivation;thirdly，the interaction between students and faculties is more frequent，personal and deeper;last，high-impact educational practices are the main activities that involve instant student engagement.