大学生为什么不愿意合作了?——基于两位“Z世代”大学生的个案研究  

Why Are University Students reluctant to Cooperate?——A Case Study of Two"Generation Z"University Students

作　　者：王德洋 WANG Deyang(Department of Education,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《运城学院学报》2024年第1期89-94,共6页Journal of Yuncheng University

基　　金：上海市教育科学研究一般项目(C2-2020093);中央高校基本科研业务费专项资金资助项目(JKR01212201);华东师范大学教育学系研究生卓越发展计划项目(2022zyfzs07)。

摘　　要：合作作为重要的学习形式,在高等教育阶段被广泛应用。通过对两位“Z世代”大学生的个案研究发现,小组分工不均、评价不科学、教师指导不到位等老问题仍未得到充分解决,加之Z世代大学生拥有个性鲜明、善于利用互联网、不愿被影响自身计划等特点,使得合作学习的收益不够显著,滋生了抗拒合作的声音。但受制于国内的主流文化及高校的评价机制,Z世代大学生不得已坚持合作。事实上,Z世代大学生抗拒的并不是合作本身,而是流于形式的无效合作,切实有效的合作仍是Z世代大学生自我发展的优质资源,因此需要对合作学习开展更为深入的变革促进“真合作”的发生。As an important form of learning,cooperation is widely used in higher education.Through the case study of two"Generation Z"university students,it is found that the old problems such as uneven division of labor in groups,unscientific evaluation and inadequate teacher guidance have not been fully solved.In addition,Generation Z university students have distinct personalities,are good at utilizing the internet,and are unwilling to be influenced by their own plans,which makes the benefits of cooperative learning not significant enough and breeds voices of resistance to cooperation.However,subject to the current domestic mainstream culture and the evaluation mechanism of colleges and universities,Generation Z university students have no choice but to insist on cooperation.In fact,what Generation Z university students resist is not cooperation itself,but ineffective cooperation in form.Effective cooperation can become a high-quality resource for Generation Z university students self-development.Therefore,it is necessary to carry out more in-depths reform in cooperative learning to promote"true cooperation".

关 键 词：大学生 合作学习 Z世代 高等教育 个案研究 

分 类 号：G412[文化科学—教育学]