“围城”中的大学生：师生关系对学生自我认同变化影响的质性研究

发布时间：2018-10-20 15:16

【摘要】：本研究选取6名接受过硕士教育的大学生作为研究对象,从道德维度这一视角出发,思考师生关系对学生自我认同的影响。质性研究范式的选取,一方面通过直接呈现倾听研究对象的声音,突破已有研究中通过思辨建构理想师生关系的困境;另一方面通过RUC式生活历史法收集材料,从而在一个全面的图景上了解师生关系对学生自我认同变化的影响。主要收集到的材料是研究对象所经历的在小学、初中、高中、大学及硕士这五个学段的师生关系。资料处理方式首先坚持“三层互动原则”,即搜集到的原始材料、已有相关理论与研究者的个人理解三者之间互动。其次,采用的是研究对象组合式,以其中的一名研究对象作为中心人物,其他研究对象在不同的主题中进行辅助论证。本研究共分为三大部分:第一部分是绪论。第二部分是正文的前四个章节。第一章,呈现他们在一种比较权威的师生关系中,经历“学生”身份险些丧失的险境,表明学生的自我认同成为一个问题。第二章,呈现他们在一种比较民主的师生关系中,经历“种子选手”或者“优秀学生”之类的身份获得。第三章,采用双重对比的方式,呈现出研究对象经历从“顶着光环”到“失去光环”的身份转换。第四章,通过研究对象相关经历,呈现出他们分别做出“我的道德使我接受不了 ”、“我不是机器人”及“我只能不断地点点头”的身份抉择。第三部分是本文的第五章。这部分呈现三个内容,首先是通过中心人物的一个情境性个案呈现,表明自我身份的探寻是一个持续不断的过程;其次,总结影响研究对象的师生关系和自我认同的具体因素,及师生关系是如何与个体的自我认同进行互动的;第三个内容是对整个研究过程进行回顾与反思。研究发现共有三点:首先,本研究中研究对象的“自我认同”的内涵始终是对其自我身份的探寻,具有社会性、反思性、方向感和意义感。这一外来专业术语,虽然有一定的陌生感,但实实在在地影响着他们的学习生涯。其次,研究对象而言,师生关系是非常重要的社会关系。从老师角度而言,学生是否尊重老师的权威、学生的学习成绩或学术表现、家庭背景、学生有无给老师送礼、是否担任班干及学生的性别都影响着师生关系。从学生的角度,老师的教学水平或学术建树、老师的“颜值”、老师的人格魅力及老师肯定或否定的言辞都影响着师生关系。第三点,师生关系影响着学生的自我认同。当师生关系被具体的影响因素异化的时候,会阻碍学生的自我认同;而一种民主的或者充满肯定言辞的师生关系引导学生成长的时候,则会促进学生的自我认同。
[Abstract]:From the perspective of moral dimension, this study chooses 6 college students who have received a master's education to consider the influence of teacher-student relationship on students' self-identity. The choice of qualitative research paradigm, on the one hand, by directly listening to the voice of the research object, breaking through the existing research through speculative construction of the ideal teacher-student relationship dilemma; on the other hand, through the RUC method of life history to collect materials, In order to understand the impact of teacher-student relationship on the change of students' self-identity in a comprehensive picture. The main materials collected are the teacher-student relationship in primary, junior high, high school, university and master's degree. First of all, the data processing method insists on the "three-layer interaction principle", that is, the original materials collected, and the interaction between the relevant theories and the personal understanding of the researchers. Secondly, the research object combination is adopted, one of the research objects as the central figure, the other research subjects in different themes to assist the argument. This study is divided into three parts: the first part is an introduction. The second part is the first four chapters of the text. In the first chapter, they experience the risk of "student" identity loss in a more authoritative teacher-student relationship, indicating that students' self-identity has become a problem. In the second chapter, they experience the status of "seed player" or "excellent student" in a more democratic teacher-student relationship. In the third chapter, double contrast is used to show the transformation of the object's identity from "holding the halo" to "losing the aura". In the fourth chapter, through the related experiences of the subjects, they make the status choices of "my morality makes me unacceptable", "I am not a robot" and "I can only keep nodding". The third part is the fifth chapter of this paper. This part presents three contents, first, through a situational case of the central figure, which shows that the exploration of self-identity is a continuous process; secondly, summarizes the specific factors that affect the relationship between teachers and students and self-identification. And how the teacher-student relationship interacts with the individual self-identity; the third is to review and reflect on the whole research process. First of all, the connotation of "self-identity" of the subjects in this study is always the exploration of their self-identity, with social, reflective, sense of direction and sense of meaning. This foreign term, although there is a certain strangeness, but the real impact on their learning career. Secondly, the relationship between teachers and students is a very important social relationship. From the teacher's point of view, whether the student respects the authority of the teacher, the student's academic achievement or academic performance, the family background, whether the student gives gifts to the teacher, whether or not he is in the class and the student's sex all affect the teacher-student relationship. From the student's point of view, the teacher's teaching level or academic achievements, the teacher's "face", the teacher's personality charm and the teacher's positive or negative words all affect the teacher-student relationship. Third, the relationship between teachers and students affects students' self-identity. When the teacher-student relationship is alienated by specific influencing factors, it will hinder students' self-identification, while a kind of democratic or positive teacher-student relationship will promote students' self-identity when it leads students to grow up.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.6

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