助推与再造:青少年群体网络学习打卡行为的发生及效果  

Facilitating and Remodeling:The Cause and Effect of Online Sign-In Behaviour during E-Learning among Youth Group

作　　者：方格格 宋航 马梁英 Fang Gege;Song Hang;Ma Liangying

机构地区：[1]北京邮电大学数字媒体与设计艺术学院,北京102206 [2]北京外国语大学国际新闻与传播学院,北京100872 [3]北京大学社会学系,北京100091

出　　处：《新闻春秋》2023年第5期51-62,共12页Journalism Evolution

基　　金：中国人民大学2022年度中央高校建设世界一流(学科)和特色发展引导专项资金支持。

摘　　要：后工业社会的弹性化时间结构,导致人们对时间的需求不断提升。在过度教育、就业市场内卷的背景下,网络学习打卡以数字自追踪实践的方式在青少年群体中兴起。本研究从自我差异论的个体水平出发,通过对20名打卡者的访谈,探索打卡行为的发生机制和双向效果。研究发现,网络学习打卡是对学习行为(弥合自我认知差异实践)的记录与呈现,成为认知、反思与提升自我的一套经验装置。而与一般数字自追踪模式不同的是,学习打卡与广泛而亲密的社交关系相勾连,打卡所提供的社会支持、监督机制与量化数据一定程度上达成理想化的助推效果;但其所引发比较压力、外部惩罚,数据规训及宏观社会语境下功绩主体的诞生,又通过影响个体的应然我与理想我,持续再造青少年群体的自我认知差异。因此,打卡应超越享乐原则,警惕技术依赖下的不良路径,回归个体学习行为的有效性与主体性。The flexible time structure of post-industrial society has led to a rising demand for time.Against a backdrop of over-education and job market involution,online sign-in behaviour(a popular self-tracking practice on the Internet)have emerged among the youth group in the form of digital selftracking practices.Inspired by the Self-Discrepancy Theory(1987),this study explores the mechanism and bi-directional effects of online sign-in behaviour during e-learning by interviewing 20 users.It is found that such an online sign-in behaviour is mainly initiated to record and present one's learning progress,and can be recognised as a practice to bridge differences in self-cognition.The motivation behind this is that users adopt online sign-in behaviour to facilitate their learning.As a matter of fact,while the social support,supervision mechanism,and quantitative data provided by online sign-in behaviour have reached an ideal boost effect to a certain extent,the comparative pressure,external punishment,data discipline,and the birth of meritorious subjects in the macro social context all contribute to remodel the self-discrepancy among youth group by influencing the individual's ideal self and ought self.Therefore,the online sign-in behaviour should go beyond the principle of enjoyment and be wary of undesirable paths under technology dependence,returning to the effectiveness and subjectivity of individual learning behaviour.

关 键 词：青少年 网络学习打卡行为 自我差异论 助推效果 差异再造 

分 类 号：G210[文化科学—新闻学]