大学生专业收获目的性的结构及其规范重构OACHSSCD

Against the backdrop where learning gains have become a central discourse in talent cultivation,what col-lege students gain from their disciplinary studies is frequently quantified,yet the underlying purposes of these gains are seldom questioned.Without addressing the structure of purposefulness behind disciplinary gains,even the most refined outcome assessments risk remaining confined to a singular instrumental rationality.Drawing on relevant literature and in-formed by Gert Biesta's teleology of education,this study defines the purposefulness of disciplinary gains as the overall structure and value hierarchy that college students attribute to what they gain during their disciplinary learning.It identi-fies three fundamental dimensions within this structure:instrumental purposes,developmental purposes,and public pur-poses.Based on this framework,the study first outlines the current landscape of purposefulness in college students' disci-plinary gains,revealing a structural imbalance characterized by the excessive expansion of instrumental purposes,the com-pression of developmental purposes,and the marginalization of public purposes.It then analyzes the main causes of this imbalance from perspectives including educational teleology,the prevailing success-first mentality,the co-constitutive mechanisms linking instrumental rationality with institutional discourse,school practices,and individual choices.Finally,the study proposes pathways for the normative reconstruction of purposefulness in disciplinary gains.It advocates placing developmental purposes at the core to integrate instrumental purposes,with public purposes serving as both boundary and guide.Through a tripartite approach engaging institutions,teaching practices,and individuals,the aim is to enhance stu-dents' conscious awareness of why they pursue certain gains.