摘要
随着新冠肺炎疫情的反复,线上与线下教育混合成为了后疫情时代学生教育的新常态。媒介更迭带来的教育空间变化改变了学校教学的表现方式。尤其对2010年后出生的“α世代”学生来说,他们更早地进入了这种混合的教学场域。本文通过田野观察,以叙事的方式深描后疫情时代教育空间变化下“α世代”师生之间的日常教学图景,着重探讨空间变化如何影响学生的自我掌控、自我规范,进而探讨其影响该世代个体化成长的可能性。
In the post-epidemic era, the combination of online and offline education has become the norm. Iteration of media causes spatial changes in education, as well as changes in school teaching performance patterns. “Gen-Alpha” students, who were born after 2010, have entered this hybrid teaching field considerably earlier than other generations. Using field observations, this paper provides a thorough account of the daily teaching picture between teachers and students under spatial changes in post-pandemic education in a narrative manner. In this way, it is possible to discuss how spatial changes affect student self-control and self-regulation. In addition, this paper explores possible directions for the growth of individualization in this generation.
作者
胡安迪
HU An-di(Institute for Advanced Studies in Education,East China Normal University,Shanghai,200062,China)
出处
《基础教育》
CSSCI
北大核心
2022年第6期78-87,共10页
Journal of Schooling Studies
基金
国家社会科学基金“十三五”规划2018年度教育学一般课题《关键能力发展的社会逻辑与教育机制研究》(批号:BAA180020)。
关键词
教育空间
α世代
教学影响
个体化
叙事研究
educational space
generation alpha
teaching affect
individualization
narrative research
