Research Into Undergraduates Students’ Learning Practices In The View Of "Field-Habitus"

Differing from the traditional substantial thinking ways of most undergraduate students’ learning studies, the social practice theory of Bourdieu provides us with a unique perspective based on the way of relationship thinking. The use of open concept of "field","capital","habitus" and "strategy", this study formes a analysis framework about undergraduate students’learning practices. In this thesis, the undergraduate students’learning are regarded as a society practice which has a long-lasting, substantial and profound impact to individual cognition, thought, emotion and action. That is to say,"learning is life","school is society". On this base, we analyze the corresponding relationship between college field and social structure, then explore how the college field as a critical intermediary link plays the social variables and the individual variables role to construct students’learning practice together, so as to reveal the generating dynamic mechanism and the operation logic of undergraduate students’learning practices under the background of social transformation, and the significance of undergraduate students’learning practices for the development of individuals and society.The transformation from industrial society to knowledge society has become a kind of objective existence and an inevitable trend of social development. A new view of constructivism knowledge is replacing the previous view of objectivism knowledge, which also has a profound effect on human epistemology. Considering the dual influence on the external support mechanism of social transformation and internal dynamic mechanism of knowledge transformation, colleges will change into a knowledge and learning organization. Both the transition of knowledge society and the construction of the learning colleges mean that the human will become the core subject. Based on this,"the development of subjectivity" is no longer a problem of "whether or not", but a problem of "how to realize". How to construct the learning practice which based on the undergraduate students’ subjectivity development is a "real" problem to be solved for the learning reform of the undergraduate students.From the current situation of Chinese undergraduate students’ learning practice, the college field still follow the hierarchical structure corresponding with the industrial society. Then the structure further consolidate and strengthen the students’ conventional learning habitus of "obedience" and "obey" which were formed in the long-term institutionalization learning experience and continued to shaped their learning strategies for examination. Although the knowledge society transformation and the popularization of higher education awakes the undergraduate students’ subjectivity consciousness, it also shows a phenomenon of "off the beat" even "disjunction" between the learning strategies for examination and the subjectivity development because of the lag effect of the undergraduate students’conventional learning habitus. Therefore, this study starts from the generative mechanism and evolution logic of undergraduate students’learning practice, combined with the problems and reasons existing in the undergraduate students’learning practice nowadays, to further investigate how to construct learning college field and reflexivity learning habitus based on students’subjectivity development under the background of knowledge society transformation.This thesis is divided into six chapters.The first chapter is introduction, which introduces the reason for the thesis selection and its research significance, and puts forward the core concepts, the research thinking, the general frame, the methods and the innovations based on the literature review. The second chapter analyzes the generative dynamic mechanism of undergraduate students’learning practice. This chapter breaks through the epistemological tendency of "subject and object dichotomy" in the past learning research, then turns to a social practice theory which combines the methods of structuralism and constructivism, and gives a comprehensive explanation for the occurrence and change mechanism of undergraduate students’learning practice. The third chapter starts from the perspective of social transformation, stands on the college field, using the united methods of diachronic and synchronic, to explore the relationship between the change of social structure and the generation and development of undergraduate students’ mind structure, analyze the development process, the operation logic and the evolution trend of undergraduate students’learning practice. The fourth chapter exhaustively analyzes the realistic conditions of learning practices of the undergraduate students, based on the data from the questionnaire survey and individual interviews.The fifth chapter further explores the problems and reasons for restricting the subjectivity learning practice and development of the undergraduate students. The sixth chapter tries to construct the realistic path for the learning practice of the undergraduate students based on the development of subjectivity so as to offer beneficial reference for the ongoing learning reform of undergraduate students.