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论文编号：	16131
作者编号：	1120221307
上传时间：	2026/6/8 22:03:20
中文题目：	城乡中学教育实践的信息环境对学生信息获取的影响——实践理论视角
英文题目：	The Impact of the Information Environment of Urban–Rural Educational Practice on Students’ Information Acquisition: A Practice Theory Perspective
指导老师：	于良芝
中文关键字：	城乡学生；信息获取差异；信息环境；惯习；再生产机制
英文关键字：	urban and rural students; disparities in information access; information environment; habitus; reproduction mechanism
中文摘要：	城乡学生信息获取差异是信息分化及教育公平研究的重要议题，然而现有理论多聚焦于单一维度的宏观资源分布或个体行为，缺乏对深层发生机制的系统阐释。本研究以天津市核心区H区YH中学与远郊J区ZY中学为案例，采用参与式观察和深度访谈方法，收集了丰富的第一手资料。在此基础上，整合于良芝提出的“实践—经验—心灵”信息分化理论与布迪厄的惯习理论，构建了一个从实践角度解释城乡学生信息获取差异的完整框架，揭示了信息获取差异如何通过信息环境、社会互动、信息经验效应、信息获取惯习等环节层层传递，最终通过实践的再生产机制实现固化与代际延续。 研究发现，社会为支撑中学教育实践而建立的相应的信息环境——包括政策安排、校园信息设施和资源、社会化信息支撑及家庭支撑等——同样受制于城乡结构性因素影响而呈现显著分化。YH中学教育实践的信息环境呈现高密度—系统型特征，各信息支撑要素相互耦合、共同形成对学生信息活动的高度支撑；ZY中学教育实践的信息环境则呈现低密度—离散型特征，各要素之间缺乏有机连接，形成对学生信息活动的有限支撑。研究还发现，城乡中学的信息获取特征也出现了显著分化，YH中学学生表现出扩展型信息获取特征，ZY中学学生则呈现功能型信息获取特征。 考察信息环境对信息获取的影响机制发现，政策安排与资源安排通过直接约束信息获取的合法性边界和时空条件对信息获取产生影响。除了直接约束外，信息环境还通过实践过程中的同伴互动、图书馆员互动与家庭互动三种社会互动形式得以激活与传导，它们共同构成连接环境与个体的过程性中介，从而对信息获取产生影响。在社会互动中开展的信息活动必然伴随个体的主观体验和信息经验效应——正向体验产生激励效应，推动学生持续投入信息活动；负向体验则产生阻滞效应，抑制信息活动的进一步开展，正向或负向信息经验效应的长期累积，逐渐被个体内化为相对稳定的信息获取惯习。惯习是学生在长期实践中形成的、相对稳定的信息获取倾向与行为模式，访谈调研显示，城市学生呈现扩展型惯习，信息获取边界不断被突破；农村学生呈现限制型惯习，信息获取边界难以被突破，未知领域持续处于盲区，已知范围难以扩展。当信息获取惯习一旦形成，便以生成性中介的角色自动引导学生的信息获取特征——包括信息获取的动机、入口的选择、搜索策略、信息获取的深度广度等。 研究进一步显示，城乡学生信息获取的差异通过四大机制得以固化并再生产：其一，惯习－信息环境匹配机制——城市学生形成的主动惯习与后续教育环境高度匹配，优势得以延续，农村学生形成的被动惯习与要求主动探究的后续环境可能冲突，劣势加剧。其二，信息经验效应的自我强化循环机制——正向惯习驱动主动信息活动，产生更多正向经验，进一步强化惯习，负向惯习导致信息活动有限，经验进一步固化惯习。其三，惯习的遮蔽效应——农村学生可能长期处于无知无欲的状态，意识不到信息视野的局限，使分化在无形中延续。其四，代际传递机制——家庭通过日常环境与亲子互动，将家长的信息态度、习惯与行为方式潜移默化地传递给下一代，城市家庭的代际传递往往实现信息优势的延续，农村家庭则可能因家长自身能力有限而难以提供有效支持，使信息劣势代代相传。 本研究构建的机制框架揭示了城乡学生信息获取差异绝非偶然的、表面的现象，而是一个通过信息环境、社会互动、信息经验效应、信息获取惯习的层层传递，并通过再生产机制持续固化的动态过程。这一框架为理解教育领域的信息分化何以顽固存在、何以代际延续提供了整体性的理论工具，揭示了信息获取差异存在的本质原因，为促进教育信息公平提供了重要的理论启示。
英文摘要：	The disparity in information access between urban and rural students is an important issue in studies of information inequality and educational equity. However, existing theoretical explanations have largely focused either on macro-level resource distribution from a single-dimensional perspective or on individual information behavior, lacking a systematic account of the underlying generative mechanisms. Taking YH Middle School in District H, a core urban district of Tianjin, and ZY Middle School in District J, a distant suburban district, as cases, this study employs participatory observation and in-depth interviews to collect rich first-hand empirical data. On this basis, it integrates Yu Liangzhi’s “practice–experience–mind” theory of information inequality with Bourdieu’s theory of habitus, and constructs a comprehensive practice-oriented framework for explaining disparities in information access between urban and rural students. The framework reveals how such disparities are transmitted through a layered process involving the information environment, social interaction, the effects of information experience, and information-seeking habitus, and how they are ultimately consolidated and intergenerationally reproduced through mechanisms of practice reproduction. The study finds that the information environment established by society to support secondary school educational practice—including policy arrangements, campus information facilities and resources, socialized information support, and family support—is itself shaped by urban–rural structural factors and thus displays significant differentiation. The information environment of educational practice in YH Middle School is characterized by a high-density and systematic pattern, in which various forms of information support are mutually coupled and jointly provide strong support for students’ information activities. By contrast, the information environment of educational practice in ZY Middle School exhibits a low-density and fragmented pattern, in which different support elements lack organic connections and provide only limited support for students’ information activities. The study also finds a marked differentiation in the characteristics of information access between the two schools: students in YH Middle School demonstrate an expansive pattern of information access, whereas students in ZY Middle School display a functional pattern of information access. An examination of the mechanisms through which the information environment influences information access shows that policy arrangements and resource arrangements affect information access by directly constraining its legitimacy boundaries and spatio-temporal conditions. Beyond such direct constraints, the information environment is also activated and transmitted through three forms of social interaction in the practice process: peer interaction, librarian interaction, and family interaction. Together, these interactions constitute processual mediators linking the environment and the individual, thereby shaping students’ information access. Information activities embedded in social interaction are necessarily accompanied by subjective experiences and the effects of information experience. Positive experiences generate motivational effects, encouraging students to continue engaging in information activities, whereas negative experiences produce inhibitory effects, discouraging further participation. Over time, the cumulative effects of positive or negative information experiences are gradually internalized as relatively stable information-seeking habitus. Habitus refers to the relatively stable tendencies and behavioral patterns of information access formed by students through long-term practice. Interview data indicate that urban students tend to develop an expansive habitus, through which the boundaries of information access are continuously extended. Rural students, by contrast, tend to develop a restrictive habitus, in which the boundaries of information access are difficult to break through; unknown domains remain persistently invisible, and known domains are difficult to expand. Once formed, information-seeking habitus functions as a generative mediator that automatically guides students’ information access characteristics, including their motivations, choice of entry points, search strategies, and the depth and breadth of information access. The study further shows that disparities in information access between urban and rural students are consolidated and reproduced through four major mechanisms. First, the habitus–information environment matching mechanism: the active habitus developed by urban students is highly compatible with subsequent educational environments, allowing their advantages to persist, whereas the passive information-seeking habitus developed by rural students may conflict with later environments that require active inquiry, thereby intensifying their disadvantages. Second, the self-reinforcing cycle of information experience effects: a positive habitus drives proactive information activities, which generate more positive experiences and further reinforce the habitus; conversely, a negative habitus leads to limited information activities, and the resulting experiences further consolidate that habitus. Third, the masking effect of habitus: rural students may remain for a long time in a state of “unknowing and undesiring,” failing to recognize the limitations of their information horizons, which allows differentiation to persist invisibly. Fourth, the mechanism of intergenerational transmission: through everyday environments and parent–child interaction, families subtly transmit parents’ information attitudes, habits, and behavioral patterns to the next generation. Intergenerational transmission in urban families often sustains information advantages, whereas rural families may struggle to provide effective support due to parents’ limited capacities, thereby allowing information disadvantages to be passed down across generations. The mechanism framework developed in this study reveals that disparities in information access between urban and rural students are by no means accidental or superficial phenomena. Rather, they constitute a dynamic process transmitted layer by layer through the information environment, social interaction, the effects of information experience, and information-seeking habitus, and continuously consolidated through mechanisms of reproduction. This framework provides a holistic theoretical tool for understanding why information inequality in education remains persistent and why it is reproduced across generations. It also reveals the essential causes underlying disparities in information access and offers important theoretical implications for promoting educational information equity.
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