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

卷:

期数:

2025年06期

页码:

91-98

栏目:

教育改革与发展

出版日期:

2025-12-20

文章信息/Info

Title:

Educational Interactions：Between Students-Teachers and Peers： An Empirical Study of the “Top-Talent Program”

作者:

刘湉祎¹ 李凤霞^{2 3}

1.江苏开放大学 公共管理学院;2.江苏开放大学 数字化建设中心;3.南京大学 教育研究院

Author(s):

LIU Tian-yi¹ LI Feng-xia^{2 3}

1.School of Public Administration, Jiangsu Open University;2.Digital Construction Center, Jiangsu Open University;3.School of Education, Nanjing University

关键词:

拔尖创新人才培养; 教育互动; 生师互动; 同伴互动; 互动共生

Keywords:

cultivation of top-notch innovative talents;  educational interaction;  student teacher interaction;  peer interaction;  interaction symbiosis

分类号:

G649.2

文献标志码:

A

摘要:

“亲其师、乐其友”对拔尖生的人格发展、学术成长具有重要意义。研究强调教育互动的整体性,通过问卷数据的量化分析揭示了生师、同伴互动之间异位生态与关联互通的内嵌交织结构。访谈数据的质性分析进一步发现,生师、同伴互动的关联互通有三种发生机制:一是主体的“优先机制”,拔尖生根据需求选择互动对象,在课业、生活等低阶主题上倾向同伴,在科研、生涯规划等高阶主题上倾向教师;二是内容的“补偿机制”,高年级助教、课题组前辈、专业朋辈分别在课业、科研、信息上弥补生师互动的不足,但弥补仅是部分有效的,教师的高阶指导无法被取代;三是范围的“扩散机制”,生师互动触发同伴互动,同伴互动反促生师互动,形成网络化的互动扩散。建议打破“互动区隔”,确立“互动共生”观,重点提高教师投入来补齐生师互动短板,与同伴互动协同营建成长共同体生态。

Abstract:

“Being close to one’s teachers and getting along well with one’s friends” is of great significance to the personality development and academic growth of top students. This study focuses on the holistic nature of educational interaction, and reveals the embedded and interwoven structure of ectopic ecology and interconnectedness between student-teacher and peer interactions through quantitative analysis of the questionnaire data. Qualitative analysis of the interview data further identified three mechanisms for the interconnectednes of student-teacher and peer interactions. The first is the “prioritization mechanism” of the main subject, i.e., top students choose interaction objects based on their needs, and they tend to turn to their peers for lower-order topics such as coursework and life, and rely on teachers for higher-order topics such as scientific research and career development. The second is the “compensation mechanism”, i.e. senior teaching assistants, senior members of research groups, and professional peers make up for the shortcomings of student-teacher interactions in coursework, scientific research and information respectively. However, this compensation is only partially effective, as teachers’ higher-order guidance is irreplaceable. The third is the “diffusion mechanism”, where student-teacher interactions trigger peer interactions, and peer interactions in turn promote student-teacher interactions, forming a networked diffusion of interaction. It is recommended to break the “interaction compartmentalization”, establish the concept of “interaction symbiosis”, address the shortcomings of student-teacher interaction by motivating teachers’ engagement, and collaborating with peer interaction to build a growth community ecosystem.

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更新日期/Last Update: 2025-12-20