My educational work has provided me with an opportunity to examine this issue. Judging from the list of reserved students, I have taught more than 4,500 students. The close and uninterrupted teacher-student exchanges after countless classes have allowed me to fully contact a group and really see them. Counting down my daily work as a teacher, it is nothing more than teaching public classes, being a head teacher, taking students privately in the form of a tutorial system, participating in daily teaching, teaching and research activities, tutoring students for academic year papers, graduation thesis, three rural internships, and challenges Cup projects, serving as a judge for various competitions, and accepting students’ help and consultation at any time, but this trivial and three-dimensional professional experience has given me many dimensions to witness the growth of the student community. With the passage of time and tracking the situation of students after graduation, I am deeply aware that the students of the second colleges and universities in China, to some extent, reflect the situation of the most ordinary young people in China and their fate. Draw the most common growth path for young Chinese groups.
As we all know, in the era of popular education, more and more young people have the opportunity to receive higher education, but it is undeniable that only a few lucky ones can enter dozens of glorious key universities, and more can only enter a large number of universities. Ordinary two colleges. Take Guangdong F College where I teach as an example. Although the school is located in the economically developed Guangdong region, in terms of source of students, nearly half come from Guangdong's northern Guangdong, western Guangdong and other economically backward regions. Most of my students are of ordinary origin, either from unknown villages or from unremarkable towns. Behind them is a working mother, or a laid-off father, and rows of underage brothers and sisters. Farming, breeding, slaughtering, hanging around on construction sites, or doing a small business in the streets and alleys are common ways for their parents to earn a living. It is in sharp contrast with the high-end families who are dominating "first-tier cities, Kochi parents, and international vision". . Although the university they are in is inconspicuous in the pyramid of universities, for young people who have the opportunity to enter the university, they may be the first university students in the village and the brightest light and hope of the lonely village. After arriving in the bustling city, they were full of gratitude for the college entrance examination that changed their destiny, and were eager to test the future.
Their path to university depends entirely on the channels provided by the current college entrance examination system. In the mechanism of exam-oriented education, they have all gone through intensive classroom teaching, question tactics, and thousands of examinations. They have struggled to break through the college entrance examination. They came to the university campus and came to my classroom step by step. And unconsciously develop a gentle and silent temperament.
Their whereabouts are even more visible in the harsh competition of job selection. According to my observation, in the hierarchical distribution of Chinese universities, universities at different levels have different destinations for students. Top universities correspond to the best cities in the world; key universities correspond to first-tier cities and provincial capital cities; general universities correspond to small and medium-sized cities, towns and even villages. Layer by layer, level by level, like magnets adsorbing their respective hidden squares, they are simply neat, and there are not many accidents.
在中国快马加鞭的教育背景中，无论名校的光环怎样夺人眼球，都不能否认多数的年轻人，无论如何努力，都不可能挤过这座独木桥，而只能安守在各类普通大学，恩师是一盏灯作文800字（https://www.yuananren.com/zuowen/1357.html）这是我写作本书一个基本的观照和讨论前提。毫无疑问，在自我瓦解、自我提问式的写作过程中，本书承载的落脚点，意在探讨中国转型期青年群体尤其是普通青年群体的命运和可能，换言之，这些文字不仅面对教学日常，更面对青年成长、命运和去向，它打开和呈现了一个群体隐匿的生命境况，是有关年轻个体的生命史和心灵史。In the writing of this book, the reason why I have focused more on Guangdong students is because my university is a local university; it has something to do with the differences that I have experienced since I came to Guangdong to live as a mainlander. It is related to the qualitative life experience; it is more related to the gap between the complex dimensions of Guangdong and my previous southern imagination, but its direct cause stems from a chance encounter in the classroom.
Wednesday, May 17, 2006. On the class schedule, I was assigned "University Chinese" from the Department of Computer Science. According to the teaching progress, the composition class was arranged on that day. Because the weather is a rare typhoon, students in the two simple classrooms can feel the raging and powerful wind in the Longdong Mountains. I temporarily changed the essay question I had prepared to "Wind" and let the students complete it on the spot. After the homework was received, the content written by a girl named Deng Huazhen made me unable to calm down. From her brief narrative, I restored the basic context of a family: many children, no living expenses for half a year, family monthly income of less than 1,000, because the parents are under 45 years old, the student loan that Huazhen applied for was Refuse. The situation and helplessness she described shocked me shortly after joining the company, so that, in a kind of anxiety and uneasy to let go, I launched a fundraising for her through the school mailbox through the school’s mailbox that day.
For many years, I have been accustomed to the grand narrative of Guangdong's economic development and reform and opening up, and I have personally heard the clarion call of the hot economic momentum of the Pearl River Delta to the whole country. My understanding and imagination of the South have always stayed in a single dimension of development and openness. The accidental "Wind" made me correct this single impression for the first time. I never thought that in my class, I could see a group of students much younger than me with just one classwork. There are realistic dilemmas facing the level of food and clothing. Because of the student's self-esteem, I didn't find out more about this girl. I have graduated for many years and I don't know where she is.
But her homework, her "Wind", has given me a more permanent focus on the streamlined classroom.
After finishing "Family on the Earth", I have repeatedly asked about an important group of people I have touched in my writing, my nephew, nephew, cousin, and those relatives born after 80s, 90s, and zeros, if not What kind of survival and fate will you face if you encounter left-behind children or go out to work? Will life present another possibility? This kind of inquiry is obviously triggered by my personal and professional experience, and constitutes another hidden dimension for me to investigate the student group. Coincidentally, from 2005 to the present, the age span of the students I teach happens to include relatives of all ages mentioned above. The profession I am engaged in is just like another window, which allows me to have the opportunity to presuppose another aspect of my relatives and another kind of survival. Although in "Family on the Earth", I deeply regret that they didn't have the opportunity to go to college, but seeing the real situation of some children in similar situations after college, there is a secret relief in my heart. Compared with my relatives who have left-behind experience, the only difference between my students and them is the uncertain expectation on the diploma. After unloading all kinds of undergraduate status in the planned economy era, their lives began to directly fight the market.
As a teacher, I have seen with my own eyes the most vigorous youth group in the whole society, and more and more young individuals are returning to the more closed online world. Many students believe that today’s convenience and richness are taken for granted, and today’s imbalance and hardship are also taken for granted. They don’t ask the reasons for high housing prices, they can’t perceive all kinds of differences, and cannot imagine an era without mobile phones, internet, and credit cards. Imagine an era where there is no rent, no mortgage, and low education costs. They even turned their heads intentionally or unintentionally, never directly facing the starting line of college graduation, the reality that the same young bodies went very different. They believe that individual struggles and automatically separate the connection between the individual and the era. In the specific context of atomization and fragmentation, the relationship between the individual and the era is easily transferred to the degree of opportunity, destiny and effort of the individual. The struggle with fate and the overall level of students’ inability to fight with fate constitute a shocking contrast.
As a witness and teacher, I want to know their secrets. I don't deny that for young people, this is a shocking spiritual journey. All of this was done silently, in the inertia of marketization, success learning, and tool rationality. I want to know that in the process of modernity, young people, especially young people at the bottom, have in fact become a direct consequence of this process and become the direct bearers of marketization and instrumentalization. This consequence is related to the current educational goals and modernization. What kind of secret relationship does the process show? I want to know, when a teacher with an elite concept meets a group of students without an elite concept, when an idealistic middle-aged teacher meets a group of young groups holding a realistic standpoint, whether they see and awaken each other Possible?
As for the whole writing process, why I am more inclined to tell the stories of the students endlessly? I tend to let the students come out on their own, and present as much as possible their more detailed growth experiences, living conditions, and whereabouts in life, because I I have always firmly believed that listening is more powerful and it is essential to let others speak out before they can find certainty and conclusion. The silhouettes of countless students rolled in my mind. I could only strictly follow the original boundaries according to the needs of the text, and let a few students come to my pen. Regarding the expression and understanding of individual life, I have always disliked dramatic presentations, and I am wary of plot highlighting. I pay more attention to the truth of life implicit in the rhythm of ordinary life, and filter out those students who are very eye-catching in the new media era. Regarding things, I prefer to highlight the rush and forbearance behind their sudden eyes.
I know that compared with the abundance of student groups and the finiteness of my characters, my expression has natural limitations. I can neither get the answer through exhaustive academic writing, nor can I find the conclusion through rigorous reasoning. The only thing that can be relied on is the perceptual cognition gained through continuous observation of the student group and the long-term connection and observation from the teacher-student relationship in the 13 years of teaching career. By unlocking the fate of finite individuals, I discovered that their life stories can verify a certain intuition of my own, and in this intuition, help me find a reliable way to understand the times. I know that this article cannot provide a holistic view, but it presents the life scene witnessed by individuals, but I cannot deny that it is the specific existence that makes me realize that ordinary Chinese youth groups have some inevitable encounters in the torrent of the times. And the possibility of breaking through; I cannot deny that it is the vivid individual life that has enriched my cognition and understanding of young people and diluted the common misunderstandings and prejudices of this group before.
The young people who appear in this book are all from Guangdong F College where I teach. The time span starts from 2005 to today. The clues of the writing mainly depend on my teaching public classes, the observation of being a class teacher twice, the implementation process of the private tutorial system, and my deliberate focus on Guangdong students. I am delighted to see that, despite the numerous sadness of young people's struggle, their vigorous vitality still presents the creative nature of life itself. They are hardworking, serious and calm, with unimaginable resilience; the immense power they contain is enough to burst out all kinds of possibilities.
Today, the starting point of the two colleges may make them unknown, but no one denies that the efforts of countless individuals are quietly changing the fate of the group, and in fact promote a more stable standing of society.
The world has quietly changed. For most people, daily life has not produced too many changes, but that grand turn will eventually penetrate into the details of our lives and intervene in young lives. Seeing them and seeing more young people is the beginning of my record as a person present.