摘要
个体学历提升不仅是提高个人能力与素质、满足自我需要、获得社会认可的重要途径,也是维护社会稳定、推进社会进步的重要保障。本文以一位实现了学历提升的在读硕士研究生为研究对象,通过访谈描绘了其在初中辍学后,学历提升的四个时期,即一腔孤勇的幻想期、格格不入的挣扎期、壮志未酬的迷茫期、学历提升的涅槃期。同时,运用自我同一性理论透视其学历提升的内在动因。结果表明:个体追求自我同一性达成是其学历提升的内在动力。在这一过程中,个体不仅获得了知识与技能的提升,更重要的是在心理层面实现了成长和蜕变,进而为社会的进步贡献了一份力量。个体追求自我同一性达成不仅能够助力个体学历提升,也是解决当下学生被动学习,缺乏内生动力的有效途径,更是激发新时代个体终身学习内驱力的关键引擎。
Academic upgrading is not only an important way to improve personal ability and quality,satisfy self-needs and gain social recognition,but also a necessary way to maintain social stability and promote social progress.However,most people are forced to study because of the external pressure,and they cannot realize the double benefits of individual and society.Taking a current master's degree student who has achieved academic advancement as the research object,the interview depicts the four periods of academic advancement after dropping out of junior high school(the fantasy period of a lone courage;the struggle period of being out of place;the confusion period of unfulfilled ambition;and the nirvana period of academic advancement).The results show that the pursuit of ego-identity is the internal motivation for individuals to improve their academic qualifications,in which they not only improve their knowledge and skills,but more importantly,realize growth and transformation at the psychological level,which brings positive changes for personal growth and social progress.The pursuit of ego-identity achievement is not only the motivation for individuals to pursue academic qualification enhancement,but also an effective way to solve the current students'passive learning and lack of intrinsic motivation,and a key engine to stimulate the lifelong learning internal drive of individuals in the new era.
作者
汤允凤
梁燕燕
TANG Yun-feng;LIANG Yan-yan(School of Educational Science,Xinjiang Normal University,Wulumuqi,Xinjiang,830054,PRC)
出处
《当代教育与文化》
2025年第3期86-93,共8页
Contemporary Education and Culture
基金
国家社会科学基金西部项目“基于新疆青少年国家认同培养的国家通用语言文字教学研究”(20XMZ020)
新疆师范大学本科教改项目“基于课堂生活世界重构的‘教育学’课堂教学模式改革研究”(SDJG2022-01)。
