Do Top-notch Innovative Talents Perform Better in Peer Interaction:An Empirical Study Based on 10"Top-notch Talent Program"Universities in China
As a micro-environment in education,peer interaction plays an irreplaceable key role in nurturing sound personalities and promoting innovative breakthroughs in educational activities.A survey of 2,633 top students and 2,200 ordinary students from 10 leading universities under the"Top-notch Talent Program"in China,combined with interviews,reveals that peer interaction among top students is generally superior to that of ordinary students.This positive"individual-group synergy"ecosystem has initially taken shape,demonstrating the attribute of"interaction nurturing excellence"in the construction of gifted talents,and also indicating that the implementation of the Top-notch Talent Program has generally achieved the policy's expected effects of talent agglomeration and mutual promotion.The results of study show that within the context of the college field,peer interaction among top students is closely related to key factors such as grade,major,and gender;in terms of grade regularity,group interaction exhibits a"cumulative effect"as the grade increases,and there is a critical turning point;in terms of disciplinary differences,peer interaction has a prominent tendency in advantageous disciplines such as basic science,which started early and have a solid foundation in the"Top-notch Talent Program";in terms of gender,in general boys perform better in peer interaction than girls.Specifically,boys and girls have their own advantages in interaction performance,with boys being particularly prominent in academic interaction and girls having highlights in emotional interaction.Therefore,considering that talent cultivation and interactive innovation is a long-term and complex process,with the goal of leveraging group interaction effects and improving the quality of talent cultivation,the optimization of peer interaction performance for top-notch innovative talents can be achieved through the following approaches:systematic support for deep group interaction,focusing on key periods of development transition,exploring disciplinary specialization and interactive modes,and paying attention to gender differences,needs,and fairness.
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