非正规教育助力青年成长的实践路径探究——基于扎根理论的个案  

Study on the Practical Path of Non-formal Education to Help Youth Growth——Cases Based on Grounded Theory

作　　者：贺婷 张健[2] He Ting;Zhang Jian(College of Teacher Education,Nanjing Normal University,Nanjing 210023,China;College of Art,Jinling Institute of Technology,Nanjing 210023,China)

机构地区：[1]南京师范大学教师教育学院,江苏南京210023 [2]金陵科技学院艺术学院,江苏南京210023

出　　处：《继续教育研究》2021年第10期90-97,共8页Continuing Education Research

摘　　要：以青少年、大学生成长为目标的非正规教育被视为条件不利情况下的权宜之计,社会对其缺乏应有的关注。主要考察非正规教育的个案——“知语轩”助力青年成长的实践路径。首先,对相关人员进行访谈,应用扎根理论对经验资料进行三级编码,得出互动、开放空间、自我认同等三个主类属;其次,提炼出核心类属“自我指导学习型成长”并构建实践路径模型;最后,提出非正规教育为青年自主性成长赋能的三点启示,即需与青年“具身”经验相勾连、需“接地气”、需以“成长传递,生命花开”为要旨。Non-formal education aimed at the growth of teenagers and college students is regarded as an expedient under unfavorable conditions and lacks due attention.This paper focuses on a case study of non-formal education——the practice path of“knowledge language attributes”to help the growth of youth.First of all,relevant personnel were interviewed,and the grounded theory was applied to three-level coding of experience data,and three main categories of interaction,self-identity and open education space were obtained.Secondly,the core category is“self-directed learning type growth”and the practice path model is constructed.At last,the author puts forward three inspirations that non-formal education can empower the growth of youth autonomy.It needs to be connected with the“embodied”experience of youth,it needs to be“grounded”,and it needs to take“growth transmission,life blossom”as the essence.

关 键 词：非正规教育 互动 自我认同 开放的教育空间 自我指导学习型成长 

分 类 号：G775[文化科学—教育学]