贫困本科生的自我结构与符号自我构建  

Self-Frame and Semiotic-Self Building of Poor Undergraduates

作　　者：蔡连玉 CAI Lian-yu(Institute of Education Science, Zhejiang Normal University, Jinhua 321004, China)

机构地区：[1]浙江师范大学田家炳教育科学研究院,浙江金华321004

出　　处：《高等教育研究》2018年第3期64-69,共6页Journal of Higher Education

基　　金：国家社会科学基金(教育学)一般课题(BIA130063)

摘　　要：作为教育符号,"贫困本科生"的解释项具有时代性,对家庭经济弱势本科生的成长有深远影响。贫困本科生的自我呈现"过去-客我-客体、当下-主我-符号、将来-你-解释项"的复杂结构,这一自我结构是解释贫困本科生对待"贫困生"符号态度的基础。贫困本科生在符号自我构建过程中会出现简单抵制和过度接纳两种偏差,进而对其成长产生负面影响。为贫困本科生符号自我构建实施有效教育干预,教育者应主动理解贫困生的生活世界,为其符号自我构建创设人文、制度和伦理环境,并采取直接的专业引导。As an education symbol,the interpretant of＂poor undergraduates＂shares the nature of the times,which has profound influences on the growth of undergraduates with disadvantaged family economics.According to the theory of self,poor undergraduates＇ ego presents the complex structure of＂past-me-object,present-I-sign,and future-you-interpretant＂.This self-frame is the basis for explaining the attitudes of poor undergraduates to the symbol of＂poor undergraduates＂.In the process of semiotic-self building,poor undergraduates have such two kinds of deviations as＂simple resistance＂and ＂over acceptance＂,which have negative impacts on their growth.The education intervention for poor undergraduates＇ semiotic-self building requires educators to understand poor undergraduates＇ daily lives,create humanistic,institutional and ethical environments,and also give direct professional guidance.

关 键 词：贫困本科生 自我结构 符号自我 教育干预 

分 类 号：G446[哲学宗教—心理学]