“鸡娃”现象的互联网群体传播与治理路径

Internet Group Communication and Countermeasures of “Tiger Parenting”

“鸡娃”指父母试图通过强心理预期、强家庭资源和学习时间的持续投入,以期达到提升子女学业成绩和社会成就的目的。在互联网群体传播时代,媒介赋权使个体“鸡娃”教育行为的信息生产成为公开分享的教育行为可参考范式,在互联网用户的相互模仿下演化为“鸡娃”群体行为,形成中国社会现实环境和互联网虚拟环境同构的“鸡娃”现象。父母由于“鸡娃”现象的群体压力产生教育焦虑,通过互联网空间的情绪分享和感染,形成了“鸡娃”情绪的社会化传播。为此,要在互联网群体传播时代背景下对“鸡娃”现象进行有效治理,促使家长形成理性的教育参与,有必要从行为、情绪以及观念三个方面入手,消解“鸡娃”行为的模仿,阻断“鸡娃”情绪的传播,推动“鸡娃”观念的转变。

“Tiger parenting” refers to the parents’ attempt to improve their children’s academic and social achievements through strong psychological expectations, strong family resources and continuous investment in learning time. In the era of internet mass communication, media empowerment has made the information production of individual “tiger parenting” educational behavior a reference paradigm for public sharing of educational behavior, and evolved into “tiger parenting” group behavior under the mutual imitation of internet users, forming the “tiger parenting” phenomenon of isomorphism between China’s social reality and the internet virtual environment. As a result, parents have educational anxiety due to the group pressure of the “tiger parenting” phenomenon. Through the emotional sharing and influence in the internet space, the socialized spread of the “tiger parenting” emotion has formed. To this end, in order to effectively control the phenomenon of “tiger parenting” in the context of the era of internet mass communication and help parents to form rational educational behavior, it is necessary to take countermeasures from the following three aspects of behavior, emotion and concept, aiming to eliminate the imitation of “tiger parenting” behavior, block the spread of “tiger parenting” emotion, and promote the transformation of “tiger parenting” concept.