In the era of digital transformation, generative artificial intelligence (GenAI) has become an important tool for enhancing research efficiency. However, its specific impact on research output remains underexplored. Based on the data from the 2024 national doctoral graduate survey, this study investigated the impact of GenAI on doctoral students' research output using propensity score matching and inverse probability weighted regression adjustment methods. The findings showed that GenAI use increased doctoral students' total research output by 6.5%, international publications by 6.9%, and top-tier journal publications by 16.5%. However, the technological dividends were not equally shared, with factors such as gender and age constituting substantial barriers to using GenAI. Moreover, heterogeneity analysis revealed that the benefits of GenAI use varied significantly across different disciplines and academic environments. For doctoral students with insufficient mentor guidance, although GenAI contributed to an increase in the total number of papers and international journal publications, it failed to yield significant benefits for top-tier journal publications. Accordingly, this study recommends the systematic integration of GenAI into doctoral training systems, the development of intelligent resource-sharing platforms, and the strengthening of ethical norms and fairness safeguards for GenAI use. These measures aim to promote the rational application of the technology and the equitable sharing of digital dividends, thereby fostering the high-quality and sustainable development of doctoral education.
Self-control is an important cornerstone for the academic achievement and long term successful development of college students. This study developed a localized system of observation indicators for self-control based on a systematic review of the multidimensional theoretical concepts of self-control and the behavioral manifestations of self-control deficiency among Chinese college students. Using China’s longitudinal data of college students, it explored the driving effects and mechanisms through which self-control influences academic achievement. The findings indicated that self-control deficiency among Chinese college students manifests in characteristics such as failure in controlling efforts, failure in delaying gratification, unhealthy sleep habits, and symptoms of digital distraction across academic, daily life, and online domains. Through the mediating role of academic engagement, self-control significantly drives both concurrent and long-term academic achievement of students. This study offers scientific support for higher education institutions to enhance self-control among students and safeguard the caliber of talent cultivation.
当前,有关全国职业院校技能大赛教学能力比赛的研究大多基于经验总结和感性认知,缺少比赛促进教师信息化教学行为的实证性证据.通过对6 973名高职院校教师的数据进行相关分析和结构方程模型分析,结果发现教师参与比赛的次数和级别均对其信息化教学行为具有显著的正向预测作用;同时,参与比赛的次数不仅能够直接促进教师的信息化教学行为,而且能够通过提升教师的信息化教学态度而间接促进其信息化教学行为;然而,参与比赛的级别并不会对教师的信息化教学态度产生影响.职业院校教师开展信息化教学的常态化实施是一个复杂的系统工程,需要以比赛主办方的创新改革为牵引力,以职业院校的组织管理为助推力,以教师自身的教学实施为执行力.
运用质性研究方法研究大学生专业课程学习中的审美体验.在专业课程学习中,大学生在顿悟、神游、忘我的过程中体验到规律之美、未知之美、对话之美、超越之美与生命之美,这些审美体验与专业课程学习构成良性循环.大学生作为审美主体,学习专业课程时的目标和心境、热爱与投入以及对学习意义的领悟影响着审美体验的产生与深化;专业课程学习作为审美客体,在课程内容、课堂教学以及评价方式三个方面蕴含审美资源.提升大学生专业课程学习的审美体验,既要引导大学生在结合科研进行专业学习的过程中养成浓厚的探索欲与非功利性的学习冲动;还要促进作为专业课程在课程内容、课堂教学以及评价方式等方面继续完善,彰显美感.
教育的基本问题是个体发展与社会发展的关系问题.教育是在一个系统中发展的,与国家的发展具有统一性.我们党和国家主张把人的全面发展与社会全面进步相统一,强调教育的全面性,这是中国教育的价值取向.与我们党和国家教育方针不同,以美国为代表的西方教育理念具有片面性.当今时代从教育的全面性反思大学的使命,需要构建更具全面性的教育体系.要坚定教育自信,坚守全面性的价值取向,反对简单的"个体本位论"或"社会本位论",主张"人的全面发展与社会全面进步相统一";坚持对教育的逻辑体系做完备的分析,反对止步于"个体的原子化"和"培养公民的通识教育",主张"人的全面素质(德智体美劳)和人的全面角色(功利性加超越性)相统一".
