华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2026, Vol. 44 ›› Issue (7): 111-127.doi: 10.16382/j.cnki.1000-5560.2026.07.009

• 中外教育史 • 上一篇    

旧课本的技术复现与记忆唤醒：社交媒体时代的教科书怀旧及其数字化转向

徐子娴1, 董蓓菲1, 庄宇歆2, 蒋博涵3   

  1. 1. 华东师范大学教育学部，上海 200062
    2. 上海市松江二中，上海 201600
    3. 加拿大多伦多大学安大略教育研究所，M5S 1V6
  • 接受日期:2026-05-06 出版日期:2026-07-01 发布日期:2026-06-23
  • 基金资助:
    全国教育科学规划国家一般课题“香港中小学《中国语文》教科书中文化认同教育的现状、问题与对策”（DHZ230517）。

Digital Revival and Memory Evocation through Old Textbooks: Textbook Nostalgia and Its Digital Turn in the Social Media Era

Zixian Xu1, Beifei Dong1, Yuxin Zhuang2, Bohan Jiang3   

  1. 1. Faculty of Education, East China Normal University, Shanghai 200062, China
    2. Shanghai Songjiang No. 2 High School, Shanghai 201600, China
    3. Ontario Institute for Studies in Education, University of Toronto ON M5S 1V6, Canada
  • Accepted:2026-05-06 Online:2026-07-01 Published:2026-06-23

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摘要：

随着社交媒体的广泛应用，教科书怀旧正从个体的情感体验演进为一种社会性的文化现象。为探究教科书怀旧的表现形态、心理机制及其成因，本研究以怀旧类型学和叙事传输理论为分析框架，采用网络民族志方法，选取豆瓣、哔哩哔哩和知乎三个平台作为线上田野。研究发现：教科书怀旧呈现为收藏式、互动式和修复式三种形态。收藏式怀旧由来已久，怀旧者关注教科书的物质性，将教科书视为童年记忆和青春故事的载体；互动式怀旧伴随媒介技术的发展而兴起，社交媒体的沉浸式体验唤醒了个体与教科书有关的记忆，在平台互动机制和算法推荐的共同作用下，具有相似教育体验的个体记忆得以凝聚为某一教科书世代的集体记忆；修复式怀旧则源于当前课程改革背景下的教材版本变化，怀旧者试图借助对旧版教科书的回归来缓解其教科书使用困境和教育焦虑。教科书怀旧是一种“文本情境”与“日常情境”的双重传输体验，其形成与发展植根于考试文化影响下的自我认同需求、特定年代纸质阅读的深度体验以及课程改革中的实践张力，Web2.0技术的发展与社交媒体的普及则是推动教科书怀旧持续发展的关键动力。

关键词: 教科书研究, 怀旧, 社交媒体, 网络民族志, 叙事传输理论

Abstract:

With the widespread use of social media, textbook nostalgia is evolving from an individual emotional experience into a social cultural phenomenon. To explore the manifestations, psychological mechanisms, and causes of textbook nostalgia, drawing on the typology of nostalgia and narrative transportation theory as the analytical framework, this study adopts a netnography approach and selects Douban, Bilibili, and Zhihu as online fields. Research results show that textbook nostalgia presents three different forms: collectible nostalgia, interactive nostalgia, and restorative nostalgia. Collectible nostalgia has long existed. Nostalgists emphasize the materiality of textbooks as carriers of childhood memories and stories of youth. Interactive nostalgia emerges with the development of media technology, as the immersive experience of social media awakens individuals' textbook-related memories. Through the combined effect of platform interaction mechanisms and algorithmic recommendations, individual memories grounded in similar educational experiences coalesce into the collective memory of a particular textbook generation. Restorative nostalgia stems from the dilemma of textbook use in the current textbook reform, where nostalgists are trying to alleviate educational anxiety by returning to the old textbook editions. Textbook nostalgia is a unique dual transportation experience involving both “textual context” and “everyday context.” Its formation stems from several factors: the need for self-identification rooted in exam culture; the deep experience of reading printed materials in a specific era; and the practical tensions arising from curriculum reform. The development of Web 2.0 technology and the rise of social media are the key driving forces for the sustainable development of textbook nostalgia.

Key words: textbook studies, nostalgia, social media, netnography, narrative transportation theory