Scilight Press

Major diversion is an important part of the large-category student enrollment and training model. The extent to which undergraduates recognize the rationality of the major diversion system, their satisfaction with the diverted major, and their major identity after diversion affect their subsequent learning process and results. The questionnaire survey of undergraduates in this study found that major diversion attitude has a significant positive effect on undergraduates' learning gains; the mediating effect test found that course perception plays a partially mediating role between major diversion attitude and learning gains. Therefore, under the large-category student enrollment and training model, it is necessary to improve the major diversion system in terms of the formulation of diversion system, the guidance of major selection and the promotion of major identity. Furthermore, strengthening the logical connection and content coupling of different types of courses, dealing with the proportion, priority and sequence of courses, optimizing the allocation of course resources, and reasonably planning and setting courses all play an important role in improving undergraduate learning gains.