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在尊重学生个性化发展的背景下,如何提高档案学专业本科生的专业满意度是档案学教育者不可回避的问题。以美国ACSI顾客满意度模型为基础,结合我国教学评估的指标体系,构建了档案学本科专业满意度扩展模型。面向全国10所开办档案学本科专业的高校进行了问卷调查,对问卷数据进行了描述性分析、交叉分析和结构方程分析。在对数据的结构方程分析中发现,影响专业满意度的因素中,感知专业价值与其路径系数最大,其次是感知专业教学质量,专业期望与其路径系数最低。在感知专业价值的影响因素中,感知专业教学质量对其路径系数最大。在感知教学质量的影响因素中,教师教学水平与其路径系数最大,其次是教育教学条件,最后是课程设置,而专业期望对其影响不显著。根据结构方程分析的结果,验证并构建了档案学本科生专业满意度影响因素模型,最后提出了提高档案学本科生专业满意度的针对性建议。
Under the background of respecting individualized development of students, how to improve the professional satisfaction of archivist undergraduates is an unavoidable problem for archivists. Based on the model of ACSI customer satisfaction in the United States and the index system of China’s teaching evaluation, this paper constructs a model of satisfaction of undergraduate major in archive science. A questionnaire survey was conducted for 10 undergraduate colleges specializing in archives in China. The questionnaire data were analyzed descriptively, cross-analyzed and structural equation analyzed. In the structural equation analysis of the data, it is found that among the factors affecting professional satisfaction, perceived professional value and its path coefficient are the largest, followed by perceived professional teaching quality, professional expectations and the lowest path coefficient. Among the influencing factors of perceived professional value, perceived professional teaching quality has the largest path coefficient. Among the influencing factors of perceived teaching quality, teachers’ teaching level and its path coefficient are the largest, followed by education and teaching conditions, and finally the curriculum is set, while the professional expectation has no significant effect on it. According to the result of structural equation analysis, the paper validates and constructs the model of influencing factors of undergraduates’ professional satisfaction, and finally puts forward some suggestions to improve the professional satisfaction of undergraduate students of archival science.