«上一篇/Previous Article|本期目录/Table of Contents|下一篇/Next Article»

清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2025年05期

页码:

29-39

栏目:

教育学自主知识体系

出版日期:

2025-10-20

文章信息/Info

Title:

Implicit Dropout： Conceptual Construction and a Critique of Learning Performancism in Chinese Higher Education Institutions

作者:

罗 燕¹ 刘 派²

1.清华大学 教育学院;2.北京联合大学 师范学院

Author(s):

LUO Yan¹ LIU Pai²

1.School of Education, Tsinghua University;2.Teachers’ College, Beijing Union University

关键词:

大学生; 隐性辍学; 学习制度; 绩效主义

Keywords:

college students;  implicit dropout;  learning system;  performancism

分类号:

G649.2

文献标志码:

A

摘要:

基于质性研究方法中的扎根理论,对某高校50名本科生进行访谈,采用三级编码的数据分析策略揭示了我国高校中存在着的一种隐性的大学生辍学现象。虽然不学习,但这些学生对学习制度有很高的觉知,且善于维系并利用各类社会关系,在学习制度的约束中逃避惩罚,甚而获取虚假成功。研究剖析了我国高校隐性辍学产生的原因和机制,并对作为主要形成机制的“学习绩效主义”进行了反思和讨论。

Abstract:

Using a grounded theory approach and applying the three-level coding strategy to 50 interviews of undergraduate students at a top-notch university, this study reveals a phenomenon of “implicit dropout” among colleges students. Although they do not engage in learning, these students have a keen awareness of the learning system, are skilled at maintaining and utilizing various social relationships to evade punishment within the constraints of the learning system, and even attain false success. The study further analyzed the causes and mechanisms of implicit dropout in Chinese universities, and reflected on and discussed “learning performancism”, which serves as its primary formative mechanism.

常用功能

更新日期/Last Update: 2025-10-20