“重塑自我”的学习实践:专项计划生精英大学学业融入的个案研究

专项计划生通过教育实现向上流动既是一个跨越不同地域边界的过程,也是一个跨越不同文化边界的过程。运用深度访谈法,聚焦一位专项计划大学生的学业融入经历,探寻其成功融入精英大学场域的独特文化机制。研究发现:专项计划生个体融入精英大学场域经历了憧憬期、冲击期、失调期、调适期、掌控期和胜任期6个阶段,且整个融入过程伴随着学业心态、认知观念与行为方式的转变。与国外部分工人阶层家庭背景大学生学业融入策略不同的是,专项计划生在融入精英大学学业过程中,并没有表现出与原有家庭或社区疏离的倾向,反而从家庭场域中寻求积极的情感支持力量,凭借主体行动与反思性学习能力,不断更新认知观念与学习惯习,成功地把原有文化惯习与精英大学场域的文化惯习整合起来,重塑自我身份认同,进而取得学业上的进步与收获。促进专项计划生顺利地实现高中到大学的学业过渡与融入,需要相关重点高校强化专项计划生的大学学业准备意识,营造支持性的校园学习环境,激发他们的自我提升动力与反思性学习能力。

Learning Practice of“Reshaping Self”:A Case Study of Integration Process of Undergraduate Admitted under the Preferential Programsin Elite University

The upward social mobility of Preferential Programs’students through education is a process that crosses geographical boundaries and different cultural boundaries.Using the in-depth interviews to focus on the academic integration process of a Preferential Program-admitted student,the unique cultural mechanism of one’s successful integration into the elite university field was explored.The study found that the academic integration process in elite university had gone through six stages:academic expectation,academic shock,academic dissonance,academic adjustment,academic autonomy and academic competence,and the whole integration process was accompanied by the changes in emotions,perceptions and behaviors.Different from the academic integration strategies of some working-class family background college students abroad,the Preferential Program-admitted student did not show a tendency to be alienated from the original family or community in the process of academic integration in elite university.Instead,they sought positive emotional supports from the family field,and constantly updated their cognitions and learning habitus through the subjective action and reflective learning,then successfully integrated the original cultural habitus and elite university cultural habitus,reshaped self-identity,and achieved academic success at university.It is necessary for elite universities to strengthen the awareness of academic preparation pre-university,create a supportive campus learning environment and stimulate the students’intrinsic reflective learning ability.