Z世代线上直播学习的行为逻辑及反思

The Behavioral Logic and Reflection on Youth Live Study Room of the Z-Generation

网络社交时代学习直播间的快速发展,既反映出青年群体对自我披露与展示的适应,又带来巨大心理距离和群体性孤独。运用福柯权力规训理论,探讨Z世代线上直播学习的行为逻辑。在没有绝对权力的学习直播间中,个体主动进入共同学习的场域,接纳与吸收自我展示所带来的规训力量,实现社群融入,满足"云同窗"之间彼此的监督和陪伴的诉求;在主动展示学习成果的过程中,他们也能获得他人的激励,进而增强对社群的情感认同。但一旦脱离共同学习的网络环境,参与者之间的现实联系很难进一步发展,个体之间仍旧是一种弱联系。新媒体环境放大了微观权力在特定空间中的作用,即被观看的个体行为受到限制;但通过对规则的适应和自我的改变,可以帮助个体获得新的社会资源,这有别于网络时代"娱乐至上"和"极度狂欢"的认识。

The rapid development of live study room in the age of social networking on the internet not only reflects the adaptation of youth groups to self-disclosure and display,but also brings huge psychological distance and group loneliness.Using Foucault’s power discipline theory,the paper explores the behavioral logic of Z-generation online live study.In the live study broadcast room without absolute power,individuals take the initiative to enter the field of common learning,accept and absorb the discipline power brought by self-expression,realize community integration,and meet the mutual supervision and companionship of“cloud classmates”appeals;in the process of actively displaying their learning achievements,they can also get encouragement from others,thereby enhancing their emotional identification with the community.But once it leaves the network environment of common learning,the actual connection between participants is difficult to develop further,and there is still a weak connection between individuals.The new media environment amplifies the role of micropower in a specific space,that is,the behavior of the individual being viewed is restricted;but through adapting to the rules and changing oneself,it can help individuals obtain new social resources,which is different from recognition of“entertainment first”and“extreme carnival”the internet age.