【作者】 崔铭香；

【导师】 高志敏；

【作者基本信息】 华东师范大学 ， 成人教育学， 2010， 博士

【摘要】 本研究关注青年农民工的生存境遇与学习行为,通过质性研究方法深入访谈了六位青年农民工的打工及学习“故事”,进而深度分析和解读了他们的“故事”。首先,本研究对青年农民工的生存境遇和学习行为进行了素描,以摸索者、攀登者、求索者三种类型呈现。摸索者是青年农民工生存境遇与学习行为的基础样态,攀登者是其生存境遇与学习行为的纵向深入状态,求索者是其生存境遇和学习行为的横向拓展状态。同时剖析了影响其生存境遇与学习行为的因素,主要包括社会环境的变化与挑战、成年早期面临的人生发展任务、个性因素作用等方面。其次,分析并归纳了青年农民工的生存境遇特点、学习行为特征及其生存境遇与学习行为之间的关系。青年农民工的生存境遇具有以下特点：客观生存境遇方面,职业境遇工作内容琐碎、工作时间长、工作环境差、工作待遇低；生活境遇方面,衣、食、住、行简约、朴素,业余生活单调、同质；社会境遇方面,社会地位较低,社会保障缺乏。主观境遇方面在感知、情绪、情感等方面感到受歧视、遭受过诬陷,甚至遭遇过欺骗。青年农民工的学习行为方面的特征主要表现在学习动机、学习内容、学习方式、学习方法、学习困难等方面。学习动机方面,青年农民工大多出于自愿而参加学习,其学习动机主要可以分为四种类型：职业进展型——为了适应工作；社会刺激型——为了满足生存需要；认知、兴趣型——为了求知；外界期望型——为了他人。其学习动机具有复合性、实用性的特点。学习内容包括学历方面的学习和非学历方面的学习,并且,以非学历方面的内容为主；非学历方面的学习中,又包括“学会做事”的知识和技能、“学会认知”的知识和技能、“学会做人”的知识和技能、“学会生活”的知识和技能等。学习内容具有职业指向性的特点。学习方法主要可以分为正式学习方法和非正式学习方法。正式学习方法主要有：看书、做题；多说、多练；提纲挈领、融会贯通；注重理解等。非正式学习方法主要有：向师傅学习；向同事、朋友、他人学习；从做中学；从书报、网络等大众媒体中学习；从反思、体悟中学习；从工作中学习等。学习方式具有复合特征,即每个青年农民工可能采取几种学习方式进行学习。学习方式因人而宜,呈现出一定的差异性,但又具有一定的共性特征：既包括正规学习,又包括非正规学习、非正式学习。其中,非正规学习、非正式学习是青年农民工的主要学习方式。青年农民工在学习过程中遇到的困难主要包括学习时间有限、学习环境不利、学习支持缺乏等。青年农民工的生存境遇与学习行为具有以下关系。生存境遇对学习行为具有限制和激发作用；学习行为对生存境遇具有改善和提升作用——对客观生存境遇有改善作用,对主观生存境遇有提升作用。另外,青年农民工继上述学习行为之后,都决心成为终身学习的践行者。这可以说是其学习行为的“意外收获”。最后,对本研究的内容进行了反思和总结。首先,总结了本研究的主要研究成果；其次,阐明了从青年农民工的生存境遇与学习行为中获得的启示：要善于超越环境；要善于抓住学习资源；较高的教育水平有利于继续学习；坚强的意志关乎学习成效。进而提出了促进成人学习的相关建议,包括社会层面,创设学习条件；教育机构层面,保护学习热情；学习者层面,成为学习化个人。结尾部分从研究效度、推广度、伦理性等方面对本研究进行了反思。更多还原

【Abstract】 This research focuses on the living circumstances and learning behaviors of young migrant workers. It adopts qualitative research approach by the close-up interviews of six young migrant workers concentrating on the in-depth and analysis of their work and learning "stories".First, the research draws an outline of the living circumstances and learning behaviors of young migrant workers, who grope, ascend or quest. Those who grope are in the basic state of living and learning of the young migrant workers; those who ascend get into profound state; those who quest get into the extensive state of their living and learning. The research also analyses the factors that cause the living circumstances and learning behaviors of young migrant workers, including the changes and stimulation of social environment, life developmental tasks of young adults and personalities, and so on.Second, the research analyses and induces the features of and the interaction between the living circumstances and learning behaviors.The features of the living circumstances of young migrant workers include: as to their objective learning circumstances, trivial their working circumstances, prolonged working time, poor working conditions and welfare; as to their living conditions, austere and similar everyday life; as to their social contexts, low social status and lacking social security. As to their subjective learning circumstances, they have suffered from discrimination, vilification and fraud in terms of cognition, emotions and so on.The features of the living circumstances and learning behaviors are presented in the motive, contents, styles, approaches and hurdles of their learning.As to the motive, most young migrant workers learn voluntarily. Their motives fall into four types:for the adaptation to their job needs—career driven type; for survival—society driven type; for knowledge—cognitive type; for others—exterior expectation driven type. The motives of most migrant workers are compound and practical.The learning contents of young migrant workers are diploma-oriented or non-diploma-oriented with the balance tilted to the latter. Within the non-diploma-oriented learning, we can find the knowledge or skills for "learning to do", "learning to know", "learning to be"and "learning to live". Their learning is targeted towards their careers.The learning approaches include those in formal learning or informal learning. The former include reading, doing exercises; speaking and practicing; outlining and incorporating; on comprehension. The latter include inquiring after their mentors; learning from colleagues and friends; learning by doing; learning through mass media like books, journals, and internet; learning by reflecting and experiencing; learning from work, and so forth.The learning styles of young migrant workers are compound and vary from person to person, showing discrepancy. However, their learning styles also have a lot in common: they are all involved in formal and non-formal and informal learning, with the last two as the major learning styles.The hurdles in the learning of young migrant workers include those in learning time, learning conditions, and learning support.The interactions between the living circumstances and learning behaviors include the following. Their learning behaviors limit and stimulate their living circumstances. Their learning behaviors improve their objective living circumstances and promote their subjective living circumstances, In addition, most young migrant workers are determined to go on with their life-long learning after their current learning. Thus, we can say life-long learning becomes the by-product of their current learning behaviors.Finally, the research makes a summary and reflection. First, it summarizes the findings of the research; second, it makes clear the implications of the living circumstances and learning behaviors of young migrant workers:they need to transcend their environment, make optimal use of their research available; high school education benefits their further learning; a strong will is significant to the result of their learning. Furthermore, the research brings forth relevant suggestions on promoting adult learning: on the level of society, to create better learning environment; on the level of educational organizations, to protect their learning enthusiasm; on the level of individual learners, to become a learning person. At the end, the author also ponders on the effectiveness, popularization and ethnics of the research.更多还原