网络圈群中大学生交往互动的生成机制、价值风险与支持路径——基于重庆地域文化情境的研究

The Generative Mechanisms, Value Risks, and Supportive Pathways of College Students’ Interactions in Online Communities—A Study Based on the Context of Chongqing Regional Culture

摘要: 网络圈群成为大学生展开信息交流、情感互动、身份塑造和文化创造的重要场域，促使交往出现关系聚合圈层化、表达方式符号化、情感互动即时化、价值认同流动化等趋向。现有研究大多从网络交往互动、网络圈层传播、社交媒体使用等角度展开分析，在交往互动与网络社交、网络互动、网络社会支持等相关概念的边界辨析，技术、需求、情感、身份与价值之间的机制整合，以及地域文化如何嵌入网络交往过程等方面还有待进一步拓展。本文将网络圈群中的大学生交往互动理解为一个由技术嵌入、需求驱动、符号互动、情感联结、身份认同和价值协商共同构成的动态过程。数字技术为交往提供条件，兴趣、情感和归属需求促使圈群聚集，符号互动和在线支持加强关系黏性，身份认同和价值协商推动信息交往转化为意义共同建构。重庆方言、山城空间、两江文化、地方生活方式等地域文化资源，通过平台传播、青年再创造和群体互动嵌入大学生网络交往，为其提供地方性符号、情感记忆和身份协商资源。与此同时，算法推荐、流量逻辑和圈群同质化也会带来信息认知碎片化、情感互动依赖化、圈群边界封闭化、数字身份表演化和价值判断情绪化等潜在风险。网络圈群在促进大学生自我探索、社会支持和文化创造的同时，也可能造成认知封闭和价值极化。因此，需要在尊重大学生主体性和网络文化创造力的基础上，从提升数字交往能力、推进高校网络教育融入圈群、优化平台环境、完善多主体协同支持机制等方面，为大学生网络交往提供支持。

Abstract: Online communities have become important spaces for college students to exchange information, interact emotionally, construct identities, and create culture. These communities have contributed to the emergence of several trends in social interaction, including the formation of relational clusters, the symbolization of modes of expression, the immediacy of emotional interaction, and the fluidity of value identification. Existing studies have mainly examined these issues from the perspectives of online communication and interaction, online group-based communication, and social media use. However, further research is needed to clarify the conceptual boundaries between interaction and communication, online social interaction, online interaction, and online social support; to integrate the mechanisms linking technology, needs, emotions, identity, and values; and to examine how regional culture is embedded in online interaction. This study conceptualizes college students’ interactions in online communities as a dynamic process jointly constituted by technological embeddedness, need-driven participation, symbolic interaction, emotional connection, identity construction, and value negotiation. Digital technologies provide the conditions for interaction, while needs for interest, emotion, and belonging motivate the formation of online communities. Symbolic interaction and online support strengthen relational cohesion, whereas identity construction and value negotiation promote the transformation of information exchange into the joint construction of meaning. Regional cultural resources—including the Chongqing dialect, the spatial characteristics of the mountain city, the culture of the two rivers, and local lifestyles—are embedded in college students’ online interactions through platform-based dissemination, youth-oriented recreation and re-creation, and group interaction. These resources provide local symbols, emotional memories, and resources for identity negotiation. At the same time, algorithmic recommendation, traffic-oriented logic, and homophily within online communities may generate potential risks, such as fragmented information and cognition, emotional dependence, closed group boundaries, performative digital identities, and emotionally driven value judgments. Although online communities facilitate college students’ self-exploration, access to social support, and cultural creativity, they may also lead to cognitive closure and value polarization. Accordingly, it is necessary to respect college students’ subjectivity and their capacity for online cultural creation while providing appropriate support through the enhancement of digital interaction competencies, the integration of online education into community cultures, the optimization of the platform environment, and the improvement of multi-actor collaborative support mechanisms.