大学生碎片化阅读与知识体系构建——基于扎根理论的研究

Fragmented Reading and Knowledge System Construction of College Students--a research based on Grounded Theory

随着传播媒介的发展,人们更多转向移动端阅读,碎片化阅读已成常态。基于扎根理论方法,课题组选取52名高校大学生进行半结构式访谈,抽取44名同学的访谈进行分析,用余下8名同学的访谈进行理论饱和度检验。研究发现,大学生的知识体系深受碎片化阅读影响,利用碎片化知识构建知识体系是一个量变到质变的过程,它在内外因素的共同推动下发生嬗变。构建知识体系的核心在于主体对碎片化知识的处理和融合,新旧知识之间通过同化和顺应完成知识体系的完善,进而提升学习和生活中解决问题的能力。大学生应善于融合碎片化知识,不断完善自身知识体系。

With the development of communication media, more people turn to mobile reading, and fragmented reading has become a normal state. Based on Grounded Theory, this research selected 52 college students for semi-structured interviews, selected 44 students’ interviews for analysis among them, and used the interviews of the remaining 8 students as the test of theoretical saturation. It is found that the knowledge system of college students is deeply affected by fragmented reading, and the construction of knowledge system by using fragmented knowledge is a process from quantitative change to qualitative change, which changes under the joint promotion of internal and external factors. The core of knowledge system construction lies in the subject’s processing and integration of fragmented knowledge, and the improvement of knowledge system through assimilation and adaptation between the old and new knowledge, so as to promote the ability of college students to solve problems in study and life. College students should be good at integrating fragmented knowledge and constantly improve their knowledge system.