【摘要】：以40位"大學(xué)生農(nóng)民工"生活處境及自我提升狀況的調(diào)查材料為基礎(chǔ),運(yùn)用保爾·朗格朗的成人教育理論,通過(guò)個(gè)案分析的方式,審視了在其中起作用的各方力量。研究發(fā)現(xiàn),隨著知識(shí)更新速度的加快,"大學(xué)生農(nóng)民工"難以適應(yīng)生活的挑戰(zhàn),尤其在閑暇時(shí)間,深受消極厭倦情緒困擾,表現(xiàn)出群體融入程度低、思想混亂等社會(huì)適應(yīng)性障礙,這也成為了他們接受成人教育以實(shí)現(xiàn)自我提升,進(jìn)而來(lái)應(yīng)對(duì)這些挑戰(zhàn)的出發(fā)點(diǎn)。但在接受成人教育的過(guò)程中,成人教育自身也面臨著專項(xiàng)資金投入不足、教學(xué)方式僵化、過(guò)程監(jiān)管不嚴(yán)等問(wèn)題。盡管如此,對(duì)于"大學(xué)生農(nóng)民工"而言,成人教育依舊是他們自我提升的重要途徑,也是走向光明未來(lái)的必經(jīng)之路。
[Abstract]:Based on the investigation materials of the living situation and self-improvement of 40 "college migrant workers", this paper examines the forces that play a role in the adult education theory of Paul Langerang through the way of case analysis. The study found that with the acceleration of knowledge renewal, it is difficult for "college migrant workers" to adapt to the challenges of life, especially in leisure time, deeply troubled by negative boredom, showing a low degree of group integration. Social adaptability barriers, such as ideological chaos, have also become the starting point for them to receive adult education to achieve self-improvement, and then to meet these challenges. However, in the process of receiving adult education, adult education itself is faced with some problems, such as insufficient investment of special funds, rigid teaching methods, lax process supervision and so on. Nevertheless, for "college migrant workers", adult education is still an important way for them to improve themselves, and it is also the only way to a bright future.
【作者單位】： 西華師范大學(xué)教育學(xué)院;
【分類號(hào)】：G729.2

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