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Position: Home > Articles > On Student Satisfaction and Influencing Factors of Public Administration Specialization Course Teaching in Agricultural Universities China Agricultural Education 2019 (1) 77-86

高等农业院校公共管理类专业课程教学学生满意度及影响因素研究

作  者：
熊春林
单  位：
湖南农业大学
关键词：
高等农业院校;公共管理类专业;课程教学评价;学生满意度
摘  要：
从学生个体特征、学生家庭特征、专业特征、课程教学特征等维度提出研究假设,依据6所高等农业院校556名公共管理类专业学生调查数据,采用二分类Logistics模型对高等农业院校公共管理类专业课程教学学生满意度及影响因素进行实证研究。研究结果表明,学生满意度较高,但仍有一定的提升空间;学生满意度受高考志愿、年级、与父母沟通频度、专业地位、师生接触频次、课程体系目标、课程教学内容、课程教学方式等因素显著影响,受学生性别与年龄、父亲职业与受教育程度、教学条件、教师学历与职称等因素影响不显著。对此,必须聚焦学生的成长特点与内在需求,通过构建家校协同机制、健全师生沟通机制、凸显教学应有地位、促进教学内容创新等举措,提升高等农业院校公共管理类专业课程教学学生满意度,激发学生学习的内在动力。
译  名：
On Student Satisfaction and Influencing Factors of Public Administration Specialization Course Teaching in Agricultural Universities
作  者：
XIONG Chunlin;Hunan Agricultural University;
关键词：
Agricultural Universities;;Specialty of Public Administration;;Evaluation of Curriculum Teaching;;Student Satisfaction
摘  要：
This paper made research assumptions based on the student's individual characteristics, family characteristics, professional characteristics, and curriculum characteristics, with the survey data of 556 students majoring in public administration in six agricultural universities. The paper conducted an empirical study on student satisfaction and its influencing factors in the course teaching of public management specialty in agricultural universities by using the Second Classification Logic Model. The results showed that the student satisfaction is high, but there is still room for improvement. Student satisfaction is significantly influenced by factors such as college entrance examination volunteers, grades, the frequency of communication with parents, professional status, the frequency of contact between teachers and students, course system goals, course teaching content, and course teaching methods. It is not significantly affected by factors such as student gender and age, father's occupation and educational level, teaching conditions, teacher's academic qualifications and professional titles. In this regard, we must focus on the students' growth characteristics and internal needs, and improve the satisfaction of students in the professional courses of public management in agricultural universities and intrinsic motivation to motivate students to learn through measures such as building home-school coordination mechanisms, improving teacher-student communication mechanisms, highlighting the teaching status, and promoting teaching content innovation.

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