Effective Strategies for Bridging Cognitive and Character Development Among Chinese University Students Through Social Practice Programs

Abstract

This study investigates how social practice programs bridge cognitive and character development among Chinese university students, addressing the need for holistic education in higher learning. Using Astin's Student Involvement Theory and Kolb's Experiential Learning Theory, the research adopts a qualitative, multi-case approach to analyze 23 education-focused social practice courses. Data from instructor interviews, student journals, and policy documents reveal that well-structured programs enhance critical thinking, problem-solving, responsibility, and empathy through immersive participation and guided reflection. Key findings highlight a "participation-reflection-competence enhancement" cycle, where contextualized tasks and interdisciplinary collaboration deepen learning. However, challenges like passive engagement, superficial assessments, and cultural mismatches limit effectiveness. The study proposes optimization strategies: aligning objectives with Bloom's taxonomy for progressive skill development; embedding Kolb's experiential cycle to connect practice with theory; localizing content to improve relevance; and implementing multi-dimensional evaluations combining self, peer, and community feedback. The research underscores social practice programs as vital for nurturing well-rounded graduates, offering practical insights for curriculum design and policy. Limitations include a China-specific focus and reliance on qualitative data. Future studies should explore cross-cultural applicability and long-term impacts.