后喻文化時代青少年新特點與代際關系的合理重構
發(fā)布時間：2018-08-10 07:27
【摘要】：80、90后是成長于后喻文化時代的青少年群體,他們不同于以往任何年代的年輕人,具有著鮮明的個性特點,他們標新立異,個性張揚,思想觀念更新快,價值觀多維化。在后喻文化的影響下,多以同輩價值觀自居,他們的參與意識較強,迫需話語權。他們同上一代的父母在思想文化、思維習慣、行為習慣、價值理念都存在了較大差異,在當代社會下具有顯著地后喻文化特征。他們占據社會信息獲取的主導平臺,在信息技術知識上具有明顯的反哺優(yōu)勢,并引領流行文化的發(fā)展,他們富有創(chuàng)新精神,以亞文化形式反哺主流文化。社會快速發(fā)展帶來的代與代之間的巨大差異,導致了代際問題或代際沖突的存在。美國人類學家瑪格麗特.米德的后喻文化理論和哈貝馬斯的交往理性理論為我們解決當下代際關系問題提供了新的可行性途徑.親子關系是代際關系中最為傳統(tǒng)的關系,建立合理的親子關系需要父母正視文化權威性的逐步消退,雙方積極實現(xiàn)文化對等與共享;同時,青少年面對價值觀選擇上存在一定得偏失,需要父母對孩子發(fā)展進行合理引導。師生關系是青少年接觸社會的第一道人際關系。教師和學生形成良好的代際關系需要教師放棄傳輸文化的權威,積極實現(xiàn)雙向互喻模式,教師隊伍整體素質提高,正視后喻文化的來臨,構建貼近青少年的教育話語,消除話語差異;教師對學生積極引導,形成良好交往模式。社會關系意義上的代際交往關系重構需要在現(xiàn)代公共領域中形成一個合理交往的公平對話的平臺。如何運用好這樣一個平臺,達成社會各年齡段的良好溝通,有助于社會合理交往的發(fā)展。但在當前的情況下,大眾的網絡文化表達很大程度上還停留在情緒化的層面上,離哈貝馬斯“交往理性”的要求恐怕還有相當的距離。如何借助公共平臺,提供代際間廣泛的交往,緩解代際間的文化沖突,是一個需要研究的課題。
[Abstract]:The post-80s is a group of young people who grew up in the post-metaphorical culture era. They are different from the young people of any previous age and have distinct personality characteristics. They are different from those in the past, they are innovative, their personalities are spreading, their ideas of thought are updated quickly, and their values are multidimensional. Under the influence of post-metonymy culture, they tend to regard their peer values as their own, and their sense of participation is strong and they are forced to have the right to speak. Their parents have great differences in ideology and culture, thinking habits, behavior habits, and value concepts with their parents of the previous generation. They have significant postfigurative cultural characteristics in the contemporary society. They occupy the dominant platform of social information acquisition, have obvious advantages in information technology knowledge, and lead the development of popular culture. They are full of innovative spirit and feed the mainstream culture in the form of subculture. The great difference between generations brought by the rapid development of society leads to intergenerational problems or intergenerational conflicts. American anthropologist Margaret. Meade's theory of postfigurative culture and Habermas's theory of communicative rationality provide us with a new feasible way to solve the problem of intergenerational relations. Parent-child relationship is the most traditional relationship in the intergenerational relationship. To establish a reasonable parent-child relationship requires parents to face up to the gradual regression of cultural authority, and both sides should actively realize cultural equivalence and sharing; at the same time, Faced with certain bias in the choice of values, adolescents need parents to guide their children's development reasonably. Teacher-student relationship is the first interpersonal relationship in which teenagers contact the society. In order to form a good intergenerational relationship between teachers and students, teachers should give up the authority of transmission culture, actively realize the mode of two-way metonymy, improve the overall quality of teachers, face the coming of post-metaphor culture, and construct educational discourse close to teenagers. Teachers should guide the students actively and form a good communication mode. The reconstruction of intergenerational communication relationship in the sense of social relationship needs to form a fair dialogue platform of reasonable communication in modern public domain. How to make good use of such a platform to achieve good communication of all ages is helpful to the development of social rational communication. However, in the current situation, the mass network culture expression still stays in the emotional level to a great extent, and is still quite far from Habermas's request of "communicative rationality". How to provide extensive intergenerational communication and alleviate intergenerational cultural conflict with the help of public platform is a subject to be studied.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：C913.5
本文編號：2175380
[Abstract]:The post-80s is a group of young people who grew up in the post-metaphorical culture era. They are different from the young people of any previous age and have distinct personality characteristics. They are different from those in the past, they are innovative, their personalities are spreading, their ideas of thought are updated quickly, and their values are multidimensional. Under the influence of post-metonymy culture, they tend to regard their peer values as their own, and their sense of participation is strong and they are forced to have the right to speak. Their parents have great differences in ideology and culture, thinking habits, behavior habits, and value concepts with their parents of the previous generation. They have significant postfigurative cultural characteristics in the contemporary society. They occupy the dominant platform of social information acquisition, have obvious advantages in information technology knowledge, and lead the development of popular culture. They are full of innovative spirit and feed the mainstream culture in the form of subculture. The great difference between generations brought by the rapid development of society leads to intergenerational problems or intergenerational conflicts. American anthropologist Margaret. Meade's theory of postfigurative culture and Habermas's theory of communicative rationality provide us with a new feasible way to solve the problem of intergenerational relations. Parent-child relationship is the most traditional relationship in the intergenerational relationship. To establish a reasonable parent-child relationship requires parents to face up to the gradual regression of cultural authority, and both sides should actively realize cultural equivalence and sharing; at the same time, Faced with certain bias in the choice of values, adolescents need parents to guide their children's development reasonably. Teacher-student relationship is the first interpersonal relationship in which teenagers contact the society. In order to form a good intergenerational relationship between teachers and students, teachers should give up the authority of transmission culture, actively realize the mode of two-way metonymy, improve the overall quality of teachers, face the coming of post-metaphor culture, and construct educational discourse close to teenagers. Teachers should guide the students actively and form a good communication mode. The reconstruction of intergenerational communication relationship in the sense of social relationship needs to form a fair dialogue platform of reasonable communication in modern public domain. How to make good use of such a platform to achieve good communication of all ages is helpful to the development of social rational communication. However, in the current situation, the mass network culture expression still stays in the emotional level to a great extent, and is still quite far from Habermas's request of "communicative rationality". How to provide extensive intergenerational communication and alleviate intergenerational cultural conflict with the help of public platform is a subject to be studied.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：C913.5
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