首页|中职学生手机使用如何朝向更合理?——一项教育干预与成效检测的调查研究

中职学生手机使用如何朝向更合理?——一项教育干预与成效检测的调查研究

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基于教师与学生同步考察的视角,采用质性与量化序列串联的方法,通过深度访谈和自编问卷,首先调查了178名中职教师对学生手机使用的管控策略,并在两个月后,通过标准化问卷对教师所在学校的1145 名中职学生进行了手机依赖的测评.基于教师访谈与问卷的结果表明:第一,教育干预策略的主要范畴是(1)政策文本精细解读与弹性执行、(2)特色规则制定与违规处理、(3)积极代偿(以"行为强化""焦点转移"与"手机参与教学"为典型)、(4)人际社会支持系统建构.第二,教育干预的核心内涵是基于师生之间有效沟通的"管控理念转变""依赖成因透视"与"深层情感关怀".第三,教师在普遍承认"学生存在手机依赖"的同时,也自评其管控效果较好.基于学生问卷测评的结果表明:潜在剖面分析技术可将受试学生划分为"C1低度手机依赖型"(79.56%)与"C2中度手机依赖型"(20.44%).
How Can Secondary Vocational School Students'Mobile Phone Usage Become More Reasonable?A Survey Research on Educational Intervention and Effectiveness Evaluation
This study adopts a method combining qualitative and quantitative based on a perspective of synchronous examination between teachers and students.Through in-depth interviews and self-developed questionnaire,the study first investigated the management strategies of mobile phone usage among 178 secondary vocational teachers.Two months later,a standardized questionnaire was used to assess the current status of mobile phone dependence among 1,145 secondary vocational students in the teachers'schools.Based on interviews with teachers and questionnaire surveys,the results show:First,educational intervention strategies mainly focus on four aspects:(1)meticulous interpretation and flexible implementation of policy texts;(2)formulation of characteristic rules and handling of violations;(3)active compensation(typified by"behavioral reinforcement,""focus shifting,"and"mobile phone involvement in teaching");and(4)construction of interpersonal and social support systems.Second,the core essence of educational intervention lies in the"shift in management philosophy"based on effective communication between teachers and students,"insight into the causes of dependence,"and"deep emotional care."Third,while teachers universally acknowledge that"students have mobile phone dependence,"they also self-assess their control effectiveness as relatively good.Based on the questionnaire assessment results from students,latent profile analysis techniques categorize the participants into"C1 low-level mobile phone dependency type"(79.56%)and"C2 moderate-level mobile phone dependency type"(20.44%).

mobile phone usagemobile phone usage managementmobile phone dependencesecondary vocational teacherssecondary vocational students

余习德、邱智婷、杜文明、梁红英、黄小萍、梁婕

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广东技术师范大学 教育科学学院,广东 广州 510665

深圳市龙岗区第二职业技术学校 安全保卫办,广东 深圳 518116

怀集县职业技术学校 德育处,广东 肇庆 526499

广东省电子职业技术学校幼儿教育与保健系,广东 广州 510515

广东技术师范大学 发展规划处,广东 广州 510665

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手机使用 手机管控 手机依赖 中职教师 中职学生

广东省哲学社会科学规划青年项目(2023)广州市哲学社会科学发展规划共建项目(十四五)(2022)广东省教育科学规划课题(德育专项)(2023)

GD23YJY142022GZGJ1362023JKDY100

2024

广东技术师范大学学报
广东技术师范学院

广东技术师范大学学报

CHSSCD
影响因子：0.248
ISSN：2096-7764
年,卷(期)：2024.45(1)
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