【作者】 高智红；

【导师】 吴刚；

【作者基本信息】 华东师范大学 ， 教育文化与社会， 2012， 博士

【摘要】 重要他人与学生的阅读选择之间有着密切的关联,中小学生的阅读活动中存在强有力的影响者,分析潜隐在学生阅读选择活动背后的影响主体,探寻的是哪些人是导引者、分享者、激发者,哪些则是限制者、规训者、负影响者?他们的取向、情感、态度、文化偏好如何影响了学生的选择方向?这些影响通过何种方式介入学生阅读过程的?在不同的情境中,他者的影响又有怎样的差异或冲突?主要包括对重要他人的类型、互动关系分析、主体性分析和情境性分析。首先依据重要他人不同的角色、位置以及互动关系进行了归类分析。控制型重要他人是单向控制式,对学生阅读的支配、干涉显著,其强制性容易导致学生的阅读抵制行为；亲和型重要他人因为亲切、友善的态度容易得到学生的认同,对学生的阅读活动影响度强；偶像—引领型重要他人因为个体的感召力、吸引力而成为有魅力的导引者,学生的阅读认同和仿效度高,偶像—制造型的重要他人则因为炒作易形成学生的盲目崇拜,产生流行阅读等负影响。他者的介入方式主要体现为单向、双向和多元互动等。另外,重要他人的主体性因素如取向、情感、态度、文化偏好等对学生的阅读选择也有着显著影响,工具取向和人文取向、积极情感和消极情感、个人文化偏好和阶层文化偏好对学生的影响效果不同,在阅读选择方向上和阅读深度、广度上有差异。其次,从代际差异的角度,分析了当代史(1949—1999)上重要他人对学生阅读选择的影响状况,阐述了不同时段重要他人群体的差异及影响力度。包括政治化阅读辖制下的阅读单向、地下小群体阅读现象以及私人化启蒙过程等。1978年后偶像型重要他人对时代精神气质的引领,90年代后学生同龄偶像(少年作家等)的影响力增强及多个重要影响者群体的出现,对流行阅读的开启等。第三,区分了现实情境中(学校、家庭、媒介)中多个重要他人群体对学生的影响作用和差异。如校长的取向对阅读文化构建的影响、教师群体的推荐差异、学生群体阅读互动的从众、易变及多元性,阅读上的隐在抵制与显在冲突状况、“核心人物”引领下的阅读同化现象等。媒介情境中隐在他者的畅销运作,网络论坛及博客中的阅读共享、同伴互助等；在家庭环境中父母作为重要他人,其阅读导引的现状和存在的误区,他们的教育期望与阅读启蒙之间的关联状况等。本研究的结论是：1.重要他人对学生阅读活动具有强影响力,他者的语言、情感、态度对学生阅读的有显著的导引作用。他者的积极情感是学生阅读好奇、阅读兴趣唤醒的重要关节点之一,而消极情感、情感淡漠会导致学生的兴趣封闭甚至导致阅读兴趣转移。2.各类重要他人对学生阅读活动的影响有显著差异,在一定情境下表现为阅读导引冲突,控制型的重要他人容易导致学生的阅读抵制和兴趣转移,偶像型重要他人具有强影响力和影响广度,但媒体制造的偶像则容易产生负向导引。3.重要他人与重要他人之间、重要他人与学生之间的互动关系对学生阅读影响显著,彼此间情感密切、交往频繁、互动程度高的情况下,对学生的阅读同化和阅读提升有直接作用。4.学生群体自身也是重要的导引者,需要重视学生的小群体阅读现象、隐在抵制和阅读反抗的存在,关注同龄重要他人对学生的阅读风潮、时尚化阅读走向的重要影响力量。除在场重要他人的影响外,隐在、不在场重要他人也有显著作用,媒介人(出版商、作家、编辑、官员、网友等)同样对学生的阅读选择有着强影响力。5.重要他人的文化偏好以隐在的的方式影响学生的阅读选择,长辈型重要他人的文化偏好具有较强的传递性,学生同辈群体的偏好传递则具有情境性和可变性。不同阶层的文化偏好传递中,中间阶层的代际传递性最强。6.由于存在影响学生阅读的多个重要他人群体,聚合校内校外、在场与隐在影响者的合力,使重要他人发挥正向积极的导引作用,成为学生阅读的引领者、激发者、唤起者、催化者、陪伴者和共读者非常重要。更多还原

【Abstract】 Significant others are closely associated with students’reading choices. There exist strong influencers to students’reading activities in primary and middle schools. By way of analysis on latent influential subjects behind in students’ choice of reading activities, in order to explore who are leaders, sharers, promoter, who are restrictors, disciplines, negative influencers, how their value orientation, emotions, attitudes and cultural preferences have influence on students’choices direction? Which ways these influences are through to intervene students’reading process? What discrepancies or conflicts the others’influences are manifested in different contexts? These include analysis on types of significant others, interaction, subjectivity and context.Firstly, categorical analysis is according to significant others’different roles, locations, as well as interaction. Control-typed significant others are unidirectional control, their domination and interference in students reading are significant, whose mandatory orders easily lead to students’resistant reading behaviors. Affinity-typed significant others have easy get students’recognition because of their cordial, kind attitude, so they have strong influence on student reading activities; Idol-leading type significant others are charismatic leaders because of their individual charisma, attraction, and get a high degree of students’reading identity approbation and imitation. Idol man-made significant others are easy to form students’blind idolatry because of the hype, and generate negative effects, such as popular reading. Significant others’intervention patterns are mainly manifested unidirectional, bidirectional multi-directional interaction and so on. In addition, subjective factors of significant others, such as value orientation, emotions, attitudes, cultural preferences, also have a significant impact on students’ reading choices, utilitarian orientation and humanistic orientation, positive emotions and negative emotions, personal cultural preferences and stratum cultural preferences have different effects on students’ reading choices, and there are differences in direction of reading choices and the depth, breadth of reading.Secondly, from the perspective of intergenerational differences, analyze the influence of significant others in the Chinese Contemporary History(1949-1999) on students’ reading choices, and illustrate differences influence level of significant others in different times, including unidirectional reading under political control, the phenomenon of underground small reading group as well as personal enlightenment. Idol significant others have led modern ethos since1978, influences of the same age Idol(such as young writers)are stronger, as well as a number of significant others groups are appearing, and the opening of the popular reading.Thirdly, discriminate influential effects and differences of many significant others in real situations (schools, families, the media) on students reading, such as the effects of principals’value orientation on the construction of reading culture, the reading recommendation difference among teacher groups, students’group reading interaction have a characteristic of conformity, variability and diversity, latent resistance and manifest conflict in reading, reading assimilation under the guidance of central character. Latent others’best-selling operation in the media situation, sharing reading and peer coaching in network forums, weblogs and so on; parents significant others in the family, their reading guidance and misunderstanding, and associations between their educational aspirations and reading enlightenment and so on.In its conclusion, the paper believes that:1. Significant others present a strong influence upon student’s reading activities; especially others’language, emotion as well as attitude make a remarkable effect on students’reading choice. The others’positive emotion contributes some of the main joints connect students’curiosity and awaken their reading desire; while, others’ negative and indifferent emotion result in student’s interest closure, even converting their reading desire to different way.2. Various types of significant others have clear consequences in student’s reading activities, easy lead to reading conflict in some situation, control-typed significant others always cause student’s reading resistance or interest transferring. Idolized significant others can bring up their influence strongly and widely; yet media-made idols, however, are prone to cause negative guidance.3. Interactions either among significant others groups or between significant other and student, obviously infect student’s reading. Their reading assimilation and promotion will be directly impacted in the situations of close relationship, frequently visit each other and strong interaction between them.4. Student groups themselves are important reading-guiders. The phenomenon of underground small reading group, latent and present reading resistance should be attention. More over, we should concern about the vitally influence of peer groups on the fashion and trend in student’s reading activities. In addition to attendant significant others, latent or absent others also impact on student’s reading activities. People like publishers, writers, officials and on-line friends are rightly the sources of influence upon student’s reading choice.5. Cultural preference of significant others also impacts on student’s reading choice. Elder significant others’cultural preferences have firmly transmissibility; while peer groups’preferences have situativity and variability. In different stratums, the middle class has strongest intergenerational transmission of preferences transmissibility.6. There are plenty of important groups significant others impacts on student’s reading behavior. Thus, getting together all significant other’s forces (include inside and outside school, present and absent others), make them play positive guidance, get them become leader, arouser, promoter, accompanist and sub-reader in student’s reading activities are very important.更多还原