课堂隐退:大学逃课现象的生成机制与理性审思  

Classroom Retreat:The Formation Mechanism and Rational Reflection on the Phenomenon of Skipping Class in University

作　　者：马成俊[1] 刘平剑 MA Chengjun;LIU Pingjian(School of Ethnology and Sociology,Qinghai Minzu University,Xining 810007,China)

机构地区：[1]青海民族大学民族学与社会学学院,西宁810007

出　　处：《重庆高教研究》2025年第3期117-127,共11页Chongqing Higher Education Research

基　　金：国家民委高等教育教学改革研究项目“服务中国式现代化建设的民族地区社会工作专业人才实践能力培养改革研究”(23132)。

摘　　要：逃课是国内高校长期存在的普遍现象,已有研究对大学逃课的分析多流于表面,缺乏对学生的主体性关照。通过访谈多名具有逃课经历的大学生,基于文化冲突、社会角色和生命历程等视角的多维分析,提炼并形成“课堂隐退”概念,以全面深入地理解大学逃课现象。课堂隐退是学生在面对低效或乏味的课堂时,通过逃课重构教育体验与个体成长路径,在自由与制度之间寻求平衡的一种方式。从结构化的教育生涯看,逃课是一种关于成长权利的“仪式补偿”,也是对传统教育模式的抗议与反思。实践中,学生在校园和班级中的认同感缺失以及师生关系由传统权威向默契妥协的转变,进一步推动了课堂隐退的发生。将逃课细分为权益型、工具型、仪式型、对峙型及疏离型等类别,有助于突破对逃课的简单归因与刻板印象。课堂隐退折射出学生在角色塑造和制度约束之间的动态博弈,结合“隐退者”的生命历程,回归更具人文关怀的教育常识尤为关键,即需要相关利益者协同合作为个体成长提供更有针对性的支持:学校应优化课程设计与文化建设;教师应改进教学并拉近师生距离;学界应深化相关研究以揭示逃课背后的深层次行为机制。作为一种分析视角,“课堂隐退”强调关注逃课行为背后的理性因素,并揭示其中的价值诉求与超越意义,从而为理解和回应学生的各类行为提供更多反思的空间。Skipping classes has been a common phenomenon in domestic universities for a long time.The existing research on skipping classes often appears superficial and lacks subjective attention to students.Through the interviews with multiple college students who have experienced skipping classes,and based on multidimensional analysis of cultural conflicts,social roles,and life processes,the concept of“classroom retreat”was proposed in order to gain a deeper understanding of the phenomenon of college students’skipping classes.“Classroom retreat”is a way for students to reconstruct their educational experience and individual growth path by skipping classes and to seek a balance between freedom and institutions when faced with dull or inefficient classrooms.From the perspective of structured educational career,skipping classes is a“ritual compensation”related to growth,as well as a protest and reflection on traditional educational models.In practice,the lack of identity among students in campus and class settings,along with the shift in teacher-student relationships from traditional authority to tacit compromise,further promotes the occurrence of“classroom retreat”.Distinguishing“classroom retreat”into categories such as rights-based,instrumental,ceremonial,confrontational,and disengagement types helps break the simple attribution and fixed stereotypes of“classroom retreat”.“Classroom retreat”reflects the dynamic game between students’role shaping and institutional constraints.Combining the life journeys of“withdrawers”,it is particularly crucial to return to more humane educational common sense,which requires relevant stakeholders to collaborate to provide more targeted support for individual growth:schools should optimize course design and cultural construction;teachers should improve teaching and reduce the distance between teachers and students;the academia should deepen related research to reveal the deeper behavioral mechanisms behind class-skipping.As an analytical perspective,“

关 键 词：大学逃课 大学生越轨 课堂隐退 教育管理 教育社会学 

分 类 号：G642.3[文化科学—高等教育学]