Empirical Analysis on the Learning Status of Chinese College Students

According to the empirical analysis on the present learning status of undergraduates from the central region of China, Chinese college students learning is dominated by instrumental rationality instead of the value rationality. They pay more attention to the evaluation results of knowledge, while ignoring the understanding and application of the knowledge. They attach great importance to the external evaluation and ignore self-growth. They show inadequate initiative, enthusiasm and passion in learning but great interest in Internet funs and games. These problems require the Chinese colleges and universities make positive adjustments in faculty assessment and students’ academic evaluation, the coordination of internal and external educational resources, and the involvement of information technology in classroom teaching, so as to solve the structural inconsistency in China’s labor market.