后喻文化时代青少年新特点与代际关系的合理重构

发布时间：2018-08-10 07:27

【摘要】：80、90后是成长于后喻文化时代的青少年群体,他们不同于以往任何年代的年轻人,具有着鲜明的个性特点,他们标新立异,个性张扬,思想观念更新快,价值观多维化。在后喻文化的影响下,多以同辈价值观自居,他们的参与意识较强,迫需话语权。他们同上一代的父母在思想文化、思维习惯、行为习惯、价值理念都存在了较大差异,在当代社会下具有显著地后喻文化特征。他们占据社会信息获取的主导平台,在信息技术知识上具有明显的反哺优势,并引领流行文化的发展,他们富有创新精神,以亚文化形式反哺主流文化。社会快速发展带来的代与代之间的巨大差异,导致了代际问题或代际冲突的存在。美国人类学家玛格丽特.米德的后喻文化理论和哈贝马斯的交往理性理论为我们解决当下代际关系问题提供了新的可行性途径.亲子关系是代际关系中最为传统的关系,建立合理的亲子关系需要父母正视文化权威性的逐步消退,双方积极实现文化对等与共享;同时,青少年面对价值观选择上存在一定得偏失,需要父母对孩子发展进行合理引导。师生关系是青少年接触社会的第一道人际关系。教师和学生形成良好的代际关系需要教师放弃传输文化的权威,积极实现双向互喻模式,教师队伍整体素质提高,正视后喻文化的来临,构建贴近青少年的教育话语,消除话语差异;教师对学生积极引导,形成良好交往模式。社会关系意义上的代际交往关系重构需要在现代公共领域中形成一个合理交往的公平对话的平台。如何运用好这样一个平台,达成社会各年龄段的良好沟通,有助于社会合理交往的发展。但在当前的情况下,大众的网络文化表达很大程度上还停留在情绪化的层面上,离哈贝马斯“交往理性”的要求恐怕还有相当的距离。如何借助公共平台,提供代际间广泛的交往,缓解代际间的文化冲突,是一个需要研究的课题。
[Abstract]:The post-80s is a group of young people who grew up in the post-metaphorical culture era. They are different from the young people of any previous age and have distinct personality characteristics. They are different from those in the past, they are innovative, their personalities are spreading, their ideas of thought are updated quickly, and their values are multidimensional. Under the influence of post-metonymy culture, they tend to regard their peer values as their own, and their sense of participation is strong and they are forced to have the right to speak. Their parents have great differences in ideology and culture, thinking habits, behavior habits, and value concepts with their parents of the previous generation. They have significant postfigurative cultural characteristics in the contemporary society. They occupy the dominant platform of social information acquisition, have obvious advantages in information technology knowledge, and lead the development of popular culture. They are full of innovative spirit and feed the mainstream culture in the form of subculture. The great difference between generations brought by the rapid development of society leads to intergenerational problems or intergenerational conflicts. American anthropologist Margaret. Meade's theory of postfigurative culture and Habermas's theory of communicative rationality provide us with a new feasible way to solve the problem of intergenerational relations. Parent-child relationship is the most traditional relationship in the intergenerational relationship. To establish a reasonable parent-child relationship requires parents to face up to the gradual regression of cultural authority, and both sides should actively realize cultural equivalence and sharing; at the same time, Faced with certain bias in the choice of values, adolescents need parents to guide their children's development reasonably. Teacher-student relationship is the first interpersonal relationship in which teenagers contact the society. In order to form a good intergenerational relationship between teachers and students, teachers should give up the authority of transmission culture, actively realize the mode of two-way metonymy, improve the overall quality of teachers, face the coming of post-metaphor culture, and construct educational discourse close to teenagers. Teachers should guide the students actively and form a good communication mode. The reconstruction of intergenerational communication relationship in the sense of social relationship needs to form a fair dialogue platform of reasonable communication in modern public domain. How to make good use of such a platform to achieve good communication of all ages is helpful to the development of social rational communication. However, in the current situation, the mass network culture expression still stays in the emotional level to a great extent, and is still quite far from Habermas's request of "communicative rationality". How to provide extensive intergenerational communication and alleviate intergenerational cultural conflict with the help of public platform is a subject to be studied.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：C913.5

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