大学生的发展是一个动态的过程，每一阶段都有其独特特征。本研究基于清华大学已经进行了五年的“中国大学生学习与发展追踪研究”的实证数据，借助大学生发展理论，重点对大四学生的学习发展特征和规律进行深入研究，试图揭示受中国社会变迁及教育改革影响、有清华教育特色的“大四现象”。研究发现，清华大学的大四现象主要体现在：高年级课程教学挑战度明显不足，院校和教师对大四学生课堂学习投入的要求明显下降；但深入剖析后又发现这样一些特征：第一，大四学生对非课程性、高影响力教育活动的投入明显增加，自主探究性学习显著提高。第二，大四学生具有更大的学习自由度和自主权，也具有更强的内部动机；第三，大四学生更多采用反思性学习和整合性学习方式，自主探究性学习行为得分更高；第四，大四学生与教师的互动更加频繁，互动方式更加深入和个人化。本研究用清华案例说明：大四阶段学生的学习不再是前三年的自然延续，甚至不是传统意义上本科学习的终结阶段。大四是学生人生学习和成长的重要阶段，是学生转向社会人、劳动者或者研究者的重要过渡期。%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.
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