| 摘要(英) |
With the rapid advancement of science and technology in the era, the single-disciplinary major is no longer enough to cope with this era, which has led to a lot of attention in the field of interdisciplinary courses in recent years, and the methods of studying and learning in cross-disciplinary courses are also being done. Adjustments are in line with contemporary needs, so this study is intended to explore the learning outcomes of cross-disciplinary courses.
This study aims to analyze the comparison and comparison of the learning outcomes of college students′ cross-disciplinary courses, from the various aspects of college students, including gender, the level of application for cross-disciplinary courses, the urban-rural gap in population areas, the first generation of college students, the application for colleges, The main source of income, the entrance to the school, and the differences in cross-disciplinary courses such as double majors, assistants, credits, second majors, and educational programs, and analysis and comparison of learning outcomes after application. Affect the relevance of these orientations in cross-disciplinary reading and learning outcomes.
The research subjects were studied by 13686 students from the Central University from the 97th to the 105th academic year. The rankings of the students′ performance in each semester were compared with those of the previous narrative.
The results showed that the rate of regression in the study performance of students applying for cross-disciplinary courses was significantly lower than that of students who did not apply for cross-disciplinary courses, although some specific ethnic groups, such as: the first generation of college students have differences, vulnerable students These areas are not significant, but they are still ethnic groups and issues that deserve constant attention.
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