时间地理学视角下本科生学习活动的图像叙事研究  

Image Narrative of Undergraduate Learning Activities--Based on the Perspective of Time Geography

作　　者：陈晨[1] CHEN Chen

机构地区：[1]安徽师范大学教育科学学院,芜湖241000

出　　处：《中国人民大学教育学刊》2025年第1期37-52,共16页Renmin University of China Education Journal

基　　金：安徽省社会科学创新发展研究课题“安徽县域人才高地建设:青年创业与数字转型”(2023CX158)。

摘　　要：文章以时间地理学为研究视角,对本科生在校期间的学习活动进行“连续叙事”“主题叙事”以及“虚拟叙事”。研究发现,本科生在院校环境中的行动轨迹与活动场景类似于一个被“圈定”的“菱状区域”,其在固定的“菱状区域”内面临着“能力性”与“综合性”的双重约束。为更好地完成学业目标,落实个人行动计划,他们就需有效地利用时空资源以实现行动效率的最大化。在此过程中,本科生会进行差别性筹划:首先是以“课业”或“专业”发展为核心的第一“筹划”;其次是以“个人兴趣”为核心的第二筹划;最后是以休闲娱乐为中心的第三筹划。学业表现越优秀的本科生,其筹划的等级性区分就愈加明显。文章最后对学习活动双重约束的意涵、多元学习空间场域,以及时空焦虑的集体性症候进行了讨论与反思。This article adopts a time geography perspective to narrate the learning activities of undergraduates during their time at university. The research finds that the action trajectories and activities of undergraduates within the university environment resemble a “delimited” “rhombus-shaped area.” Within this fixed “rhombus-shaped area, ” they face dual constraints of “capability” and “comprehensiveness.” To better achieve academic goals and implement personal action plans, undergraduates must effectively utilize spatiotemporal resources to maximize action efficiency. In this process, undergraduates engage in differentiated planning, and the more outstanding their academic performance, the more distinct the hierarchical differentiation in their planning becomes. The article concludes with a discussion and reflection on the implications of the dual constraints on learning activities, the diverse learning space fields, and the collective phenomenon of spatiotemporal anxiety.

关 键 词：本科生 图像叙事 学习活动 时间地理学 

分 类 号：G64[文化科学—高等教育学]