意义空间的形成与消逝--互联网时代县域高中生的手机使用与辍学历程研究  

The Formation and Disappearance of Meaningful Space

作　　者：沈辉 程猛 Shen Hui;Cheng Meng

机构地区：[1]北京师范大学教育学部教师教育研究所 [2]北京师范大学教育学部教育基本理论研究院

出　　处：《青年研究》2024年第6期40-52,M0003,共14页Youth Studies

基　　金：“2022年度北京师范大学教育学一流学科培优项目”(YLXKPY-ZYSB202202)的阶段性成果。

摘　　要：基于对一所县域寄宿制高中的田野调查,本文研究了学生因手机被没收而引发的辍学现象。研究发现,因手机被没收而引发辍学的学生可分为两类:一类是成绩不佳、借手机寻求乐趣与情感慰籍的学业受挫型学生;另一类是认为学校难以满足学习需求、利用手机学习知识与探索兴趣爱好的自主学习型学生。两类学生通过手机创造了愉悦体验、情感支撑与自我赋能等意义空间,手机被没收后,辍学成为他们应对意义空间消逝、寻回学习自主权和生活掌控感的重要方式。Based on a field study conducted at a county boarding high school,this paper focuses on the dropout phenomenon caused by smartphone confiscation.This study identifies two types of students who leave school after their smartphones are taken.The first group consists of low-achieving students who use their phones to seek entertainment and emotional comfort.The second group consists of self-motivated students who believe the school does not meet their educational needs,using smartphones to gather information and satisfy personal interests.For both groups,smartphones provide enjoyable experiences,emotional support,and a sense of empowerment.After their smartphones are confiscated,dropping out of school become their way of coping with the loss of meaningful space and regaining autonomy in learning and a sense of control over life.

关 键 词：县域高中 手机使用 辍学 意义空间 

分 类 号：G635.5[文化科学—教育学] G206