以家为校：新冠疫情背景下大学生替代性学习空间的建构及策略

新冠疫情背景下,全国乃至全球各地学校纷纷开展“停课不停学”的线上教学,造就了“以家为校”的特殊教育现象。但疫情背景下居家学习引起的人地矛盾和协商问题尚未被充分认识。从替代性学习空间建构的视角切入,采用半结构深度访谈和问卷调查法,对疫情期间大学生居家建构学习空间的行为、过程和“矛盾–协商”影响因素等展开研究,发现：① 居家学习不仅是学习场所在地理空间上的位移,更蕴含着丰富的社会内涵和时代意义,其空间机制是教育空间与家空间的互嵌,从而赋予了教育行为新的空间过程和意义。② 居家替代性学习空间建构的过程是学习空间与家庭物理–生计空间和社区–家庭生活空间相互嵌套的复杂动态过程。其中,学习空间的大小和质量与家庭和社区的经济社会情况紧密相关;学习行为嵌入家庭日常生活后,学习空间与家庭生活空间的边界被模糊化,为居家学习带来干扰;③ 学生拥有居家建构学习空间的能动性和自主权,并灵活运用空间、时间、身份策略诠释家空间与学习空间的时空关系,也协调“家人”与“学生”的身份表达。研究在理论上探索教育和学习行为与空间的互嵌关系,在实践上反映和反思新冠背景下居家学习引起的教育人地矛盾和协商问题,服务于构建有序高效的居家教学。

Making home as school: Construction of alternative education space at home among Chinese undergraduates in the context of COVID-19 pandemic

In the context of COVID-19 pandemic, schools from China and even in the world have carried out online teaching. Currently, online teaching has turned “future” into “reality” and created phenomenon of “taking home as school”. The existing geographical literature has paid little attention to the practices of home schooling and construction of learning space at home in the special context of the pandemic. Borrowing the concept of alternative education space from geography of education, and employing questionnaire survey and semi-structured depth interview as research methods, this paper aims to examine college students' practices and processes of place-making of home schooling during the pandemic. The tension and strategies of spatial negotiation during home schooling are unfolded. Furthermore, this paper explores students' perception of home and school after experiencing home schooling. The findings include: (1) Home schooling during the pandemic is a complex process of integration between educational space and home space, which produces rich social implication that enriches the spatial meaning of educating and learning at home. (2) Construction of space of home schooling involves reconciliation between study and livelihood-making, as well as study and ordinary family activities. Among them the area and quality of learning space are closely related to economic and social conditions of family and community. Once learning practice is embedded in family daily life and space, the boundary between learning space and family space becomes blurred, which brings disturbance to home learning. (3) Students have the initiative and autonomy to construct learning space at home, and flexibly use space, time and identity strategies to interpret the spatio-temporal relationship between home space and learning space and to coordinate the identity expression of “family” and “student”. Through learning practices, home space is endowed with new educational meanings. The findings of this study enrich the current research on home space in the context of COVID-19 pandemic, echo geographers' raising concern on the construction of multiple educational space, and has great significance for understanding the relationship between education, learning practice and everyday space, as well as reflecting and supporting the needs of home schooling of different groups.