研究以粤北S大学的公费师范生为研究对象,运用戈夫曼的拟剧理论,深入探讨了在该年龄段的学生普遍存在的隐晦学习行为。研究表明,“低成绩陈述式”隐晦学习无论背后动机如何,学业成绩始终被视作衡量一切付出的终极标准;“低努力陈述式”...研究以粤北S大学的公费师范生为研究对象,运用戈夫曼的拟剧理论,深入探讨了在该年龄段的学生普遍存在的隐晦学习行为。研究表明,“低成绩陈述式”隐晦学习无论背后动机如何,学业成绩始终被视作衡量一切付出的终极标准;“低努力陈述式”型隐晦学习反映出一种对努力本身价值的矛盾态度;“低进度陈述式”隐晦学习凸显了竞争意识在学习者心中的地位。学习者可能因对学习成效的不满、受中庸之道思想的潜移默化影响、同龄人之间的竞争压力以及面对无意义学习负担的困扰,从而催生了隐晦学习这一复杂的社会现象。为此可以通过降低过高期待、正视自身能力、减少无用比较、接受失败可能等,以期促进青少年形成积极向上的学习心态,构建健康和谐的校园文化。This study examines publicly-funded normal university students at University S in Northern Guangdong, using Goffman’s dramaturgical theory to explore the common phenomenon of implicit learning behaviors among this group. The research identifies that “underperformance declarative” implicit learning, regardless of its motivations, consistently frames academic achievement as the ultimate measure of all efforts. “Low effort declarative” implicit learning reveals a contradictory attitude towards the value of effort itself, while “low progress declarative” implicit learning underscores the prominence of competitive consciousness in learners’ minds. Implicit learning may emerge as a complex social phenomenon influenced by dissatisfaction with learning outcomes, the subtle effects of the doctrine of the mean, peer competition pressures, and the burden of meaningless study tasks. To address these issues, strategies such as lowering unrealistic expectations, recognizing personal abilities, reducing unnecessary comparisons, and embracing the possibility of failure can help foster a positive learning mindset among adolescents and contribute to a healthy, harmonious campus culture.展开更多
文摘研究以粤北S大学的公费师范生为研究对象,运用戈夫曼的拟剧理论,深入探讨了在该年龄段的学生普遍存在的隐晦学习行为。研究表明,“低成绩陈述式”隐晦学习无论背后动机如何,学业成绩始终被视作衡量一切付出的终极标准;“低努力陈述式”型隐晦学习反映出一种对努力本身价值的矛盾态度;“低进度陈述式”隐晦学习凸显了竞争意识在学习者心中的地位。学习者可能因对学习成效的不满、受中庸之道思想的潜移默化影响、同龄人之间的竞争压力以及面对无意义学习负担的困扰,从而催生了隐晦学习这一复杂的社会现象。为此可以通过降低过高期待、正视自身能力、减少无用比较、接受失败可能等,以期促进青少年形成积极向上的学习心态,构建健康和谐的校园文化。This study examines publicly-funded normal university students at University S in Northern Guangdong, using Goffman’s dramaturgical theory to explore the common phenomenon of implicit learning behaviors among this group. The research identifies that “underperformance declarative” implicit learning, regardless of its motivations, consistently frames academic achievement as the ultimate measure of all efforts. “Low effort declarative” implicit learning reveals a contradictory attitude towards the value of effort itself, while “low progress declarative” implicit learning underscores the prominence of competitive consciousness in learners’ minds. Implicit learning may emerge as a complex social phenomenon influenced by dissatisfaction with learning outcomes, the subtle effects of the doctrine of the mean, peer competition pressures, and the burden of meaningless study tasks. To address these issues, strategies such as lowering unrealistic expectations, recognizing personal abilities, reducing unnecessary comparisons, and embracing the possibility of failure can help foster a positive learning mindset among adolescents and contribute to a healthy, harmonious campus culture.
