信息化进程持续推进之际,数字原住民已成为社会结构里的主要群体,数字技术被全面应用到教育领域之后,这个群体的学习方式和知识获取途径发生了改变,随之产生的技术依赖现象也越发突出。基于扎根理论,通过对31位数字原住民进行深度访谈,并利用NVivo11实施三级编码,归纳出学习过程中产生技术依赖情况的内在机制,构建了技术依赖的归因模型。模型从个人、学校和社会层面指出导致技术依赖的原因包括技术便利性、教师鼓励和同伴压力,从认知、行为和情感层面提炼出技术依赖会产生降低自主学习能力、削弱批判性思维、分散注意力等潜在影响,并针对这些影响从学校和社会层面提出了增强意识和监管力度以及提供心理咨询与干预的策略,以帮助数字原住民减少技术依赖,形成合理使用技术的行为习惯。

As the informatization process continues to advance, digital natives have become a major component of society. The widespread application of digital technologies in education has transformed their learning styles and knowledge acquisition, leading to a growing phenomenon of technology dependency. Based on grounded theory, this study conducts in-depth interviews with 31 digital natives and implemented three-level coding using NVivo11 to identify the underlying mechanisms that lead to technology dependency in the learning process and construct an attribution model of technology dependency. The model identifies factors contributing to technology dependency at the individual, school, and societal levels, including technological convenience, teacher encouragement, and peer pressure. It also identifies potential cognitive, behavioral, and emotional impacts of technology dependency, including reduced independent learning, weakened critical thinking, and distracted attention. To address these impacts, intervention strategies are proposed at the school and societal levels, including increased awareness and supervision, as well as psychological counseling and intervention, to help digital natives reduce their technology dependency and develop appropriate behavior habits using technology.