TFS 法拉未来之星 | 第五人格项目组“高中生为什么内卷”

 TFS 法拉未来之星 

Queena，一个曾在公立学校学习的学生，她的经历是许多中学生内卷现象的缩影。在中考的压力下，她的生活曾被各种一对一的辅导填满，对于成绩的追求如同汹涌的潮水，将她淹没在无休止的课业中。在那段艰难的时期，她的内心充满了疑惑：追求高分真的有意义吗？这些知识真的能让我有所收获吗？我真正喜欢的是什么？我未来又想做些什么？然而，往往还没来得及深思，她又被推入了下一轮的学习之中。
Henry was first introduced to the autism non-profit organisation through Michael. At that time, Michael had been volunteering with the organisation for two months and he wanted Henry to join them. For Henry, he didn't know much about the group and didn't even know the same condition. However, he decided to take a chance and volunteer with Michael at this organisation every Friday. As Henry has a keen interest in sports, he soon became a teaching assistant in the PE class, while Michael helped the children with simple experiments in the science class.

来到法拉古特之后，Queena找到了一个更为宽松和多元化的学习环境。在这里，她不再是被动接受知识的容器，而是成为了主动研究问题的探索者。一次偶然的机会，她在B站上看到了一段关于中学生内卷的视频，让她决定重拾这个话题。在指导老师的建议下，Queena明确了研究的目的和对象，并选择了视频这一形式来展现研究成果。她希望通过这种方式，让同龄人能够更直观地理解内卷的现状，并寻找到应对的策略。

After coming to Farragut, Queena found a more relaxed and diverse learning environment. Here, instead of being a passive receptacle of knowledge, she became an explorer who actively researches issues. A chance encounter with a video on Bilibili about secondary school students' involution made her decide to revisit the topic. With the advice of her counsellor, Queena clarified the purpose and object of research and chose the form of video to present the findings. In this way, she hopes that her peers will be able to understand the current situation of involution more intuitively and find strategies to deal with it.

Queena最初的项目灵感和大体框架

Initial Inspiration and General Framework of This Project

在Queena的研究项目中，一个关键人物的加入为团队带来了深刻的个人体验。Carl，一个即将迈入Senior年级的学生，他的生活正被内卷的压力所笼罩。GPA、英语标化考试、学校申请以及对未来方向的迷茫，无时无刻不压在他的肩上。家庭的期望和同龄人的竞争让他感到步履维艰。他希望通过参与这个项目，不仅为自己找到答案，也为其他高中生提供一些解决问题的方法。
The addition of a key person to Queena's research project brought a deeply personal experience for the team. Carl, a student about to enter his senior year, was living with the stress of involution. GPA, standardised English tests, university applications, and confusion about the direction of his future were weighing on his shoulders all the time. The expectations of his family and the competition of his peers made him struggle. He hopes that by participating in this project, he will not only find answers for himself, but also provide other high school students with some solutions to their problems.

在制作问卷的过程中，Queena和Carl深知高中生的学业负担，因此特别注重问题的简洁性，以减少受访者的压力。这种对受访者时间的尊重，体现了他们对调研过程的深刻理解和对结果质量的高度重视。此外，他们还巧妙地利用了人工智能，以筛选出更多有深度和价值的问题。通过AI的帮助，他们能够从更广阔的视角审视问题，确保问卷能够覆盖到高中生内卷现象的各个方面。
In creating the questionnaire, Queena and Carl were well aware of the academic burden of high school students. Therefore, special attention was paid to the brevity of questions in order to reduce the stress of respondents. This respect for respondents' time reflects their deep understanding of the research process and their high regard for the quality of results. In addition, they skilfully utilised Artificial Intelligence to filter out more in-depth and valuable questions. With the help of AI, they were able to look at the questions from a broader perspective and ensure that the questionnaire covered all aspects of the phenomenon of high school student involution.

Carl设计的调查问卷以及采访问题

Carl designed questionnaire and interview questions.

在问卷设计完成后，Queena和Carl面临了新的挑战：如何有效地分发问卷。这时，他们想到了Ian，一个性格外向、拥有广泛人脉的同学。他并未受到内卷的影响，反而提出了一种更为理性的观点。Ian认为，与其在无差别的竞争中迷失方向，成为“会游泳的溺水者”，不如先明确自己的未来目标，与拥有共同目标的人进行有意义的角逐。在他看来，通过相互激励和弥补不足，可以实现更有效的个人成长。
After the questionnaire was designed, Queena and Carl were faced with a new challenge: how to distribute the questionnaires effectively. That's when they thought of Ian, an outgoing classmate with a wide range of contacts. Instead of being influenced by involution, he offered a more rational viewpoint: instead of getting lost in undifferentiated competition and becoming a ‘drowning swimmer’, Ian believed it was better to define their own goals for the future and engage in meaningful competition with people who shared them. In his opinion, more effective personal growth can be achieved through mutual motivation and bridging of gaps.

在问卷分发的初期，Ian计划通过线上渠道，如班级群和朋友圈来进行宣传，但很快发现这种效果并不理想。面对这一挑战，Ian决定转变策略，投身于现场调研。他需要在放学以后迅速赶往各个学校，并在放学时询同学们是否愿意参与问卷调查。而等待他的往往是拒绝和冷漠，这其中的辛苦与艰难不言而喻。然而，Ian并没有放弃。他一次又一次地尝试，最终收获了226个宝贵的样本。
In the initial stage of questionnaire distribution, Ian planned to promote the project through online channels such as WeChat groups and moments, but soon realised that this did not work well. Faced with this challenge, Ian decided to shift his strategy and commit to on-site research. He needed to travel to each school quickly after the school day ended and ask students if they wanted to participate in the survey at the end of the school day. The rejection and indifference that often awaited him was hard and difficult to describe. However, Ian did not give up. He tried again and again, and eventually gained 226 valuable samples.

在调研结束后，Queena找到了数学成绩优异的Freda，希望她能负责数据统计的工作。Freda，一个学术表现出色的学生，平时很少受到内卷的干预，但她以旁观者的身份，敏锐地观察到了内卷对同龄人的影响。来到这里之前，Freda目睹了同学们为了0.5分的微小差距而激烈竞争的场景。然而，来到法拉之后，她的视野逐渐开阔了起来，因为同学们可以根据自己的兴趣和长处发展，每个人都有机会朝着自己的目标前进。
At the end of research, Queena approached Freda, a high achiever in Maths, to take charge of statistics. Freda, an academically high-performing student who normally suffers little from involution, has keenly observed the impact of involution on her peers as a bystander. Before coming here, Freda witnessed her classmates competing fiercely for the tiny difference of 0.5 marks. However, after arriving at Farragut, her horizons gradually widened, because her classmates are allowed to develop according to their interests and strengths, and everyone is given the opportunity to work towards their goals.

Freda以一种细致且认真的态度，对收集到的数据进行了分析。在审视同龄人的想法和趋势后，她意识到，为了更全面地理解内卷现象，项目需要进一步深化。Freda与团队成员进行了商议，提出了增加采访环节的建议，以此丰富整个项目的内容。他们重新设计了问卷，针对学生群体，扩充了关于内卷动机及其背后逻辑的问题。而对于经验丰富的老师，他们计划探讨一些解决内卷问题的方法，为同龄人提供指导。
Freda analysed the data collected in a meticulous and conscientious manner. After examining the ideas and trends of her peers, she realised that the project needed to be deepened in order to understand the phenomenon of involution more fully. Freda conferred with her team members and came up with the suggestion of adding an interview component as a way of enriching the overall project. They redesigned the questionnaire to target the student population, expanding the questions about involutional motivation and the logic behind it. For more experienced teachers, they planned to explore some solutions to the problem of involution and provide guidance to their peers.

Freda对调查问卷进行的数据统计

Freda made statistics on this survey. 

随着采访环节的结束，项目团队进入了信息整合的关键阶段。Queena和Freda承担起了视频剪辑的重任，但她们很快发现，初稿与理想效果存在差距。面对挑战，Ian站了出来。他联系了自己初中时的编导老师，寻求专业的指导。同时，借助在校广播站的经验，Ian承担起了配音工作。在他的帮助下，成员们集思广益，逐步克服了剪辑过程中的困难。他们通过细节的修饰和弥补，将不足之处逐渐完善。
As the interview session came to an end, the team entered the critical phase of integrating the information. Queena and Freda took on the heavy responsibility of video editing, but they soon realised that there was a gap between the first draft and the desired result. Faced with this challenge, Ian stepped up. He contacted his choreographer from junior school for professional guidance. Meanwhile, with the help of his experience in the radio station, Ian took up the dubbing work. With his help, members put their heads together and gradually overcame the difficulties in the editing process. They gradually perfected the shortcomings by fixing and compensating the details.

项目小组最终的调研结果汇总

Summary of the Final Findings of Project

对于Ian来说，项目最大的收获便是在视频剪辑方面的进步。在项目初期，他对剪辑几乎一无所知，但面对遇到的困难，他没有选择回避，而是积极学习，通过观看教程、实践操作等方式快速掌握了技巧。Freda则被团队的坚持和努力所感动，这不仅提升了她解决问题的能力，也让她学会了在面对挑战时保持积极和乐观。Freda的这一转变，让她在未来无论遇到何种困难，都能够更加从容应对。
For Ian, the biggest gain of project was his progress in video editing. At the beginning of project, he knew almost nothing about editing. When faced with the difficulties he encountered, he did not choose to avoid them, but actively learnt and quickly mastered skills by watching tutorials and doing practical exercises, etc. Freda, on the other hand, was touched by perseverance and hard work of team, which not only improved her problem-solving skills, but also taught her to remain positive and optimistic when facing challenges. Freda's transformation will enable her to cope more comfortably with difficulties she encounters in the future.

Queena在项目过程中采访老师

Queena interviewed teachers during the project.

与Queena、Carl和Freda选择商科不同，Ian将目光投向了教育领域，希望未来能够从事教学工作。在项目的采访中，Ian深受触动，他希望能够通过自己的力量，传递良好的课堂氛围，用轻松愉快的方式消解内卷给同学们带来的压力。Ian在项目中的经历让他深刻意识到内卷对学生的影响。他决心从改变自己做起，进而改变周围的环境，最终对这个世界产生积极的影响。
Unlike Queena, Carl and Freda, who chose business, Ian has his sights set on a career in education and hopes to pursue a teaching career in the future. During the interviews for project, Ian was deeply touched by his desire to pass on a good classroom atmosphere and to release the stress caused by involution in a fun and relaxed way. Ian's experience on the project has made him acutely aware of the impact of involution on students. He is determined to start by making a difference to himself, which in turn will change his surroundings and ultimately have a positive impact on the world.

项目小组成员心中的理想大学

Dream Colleges in the Minds of Project Team Members

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