本研究通过参与式观察和文本分析,对"二本学子"的学历困境和"自救"实践进行网络民族志考察.研究发现,"二本学子"的"开窍"源于关键事件、重要他人以及个体心智成熟的多重影响."自救"方式包括通过考研提升学历层级或通过"考编""找到好工作"等方式寻求社会认同."二本学子"的"自救"历程既受外部环境、资源的制约,也受限于对自身能力和未来前景的自我怀疑.为此,部分"自救"者在迷茫和不甘的交织中完成了从外求于人到内省于己的心态转变,如愿实现"自救".然而,成功逆袭的"幸运儿"们却仍然可能面临挥之不去的学历"烙印"."二本学子"的"自救"历程表明,大学分层初衷与现实的背离使学历俨然成为一种出身,也让社会深陷学历歧视陷阱.而学历出身与其他不平等因素的交叉影响也在拷问社会公正的底线.

In order to cope with the shortage of high-quality teachers in rural areas, the crisis of academic quality of rural students and the social and cultural rupture between urban and rural areas, the reform of preservice teacher training model for rural areas has been implemented in some foreign countries, which takes the concept of place-based education as the fulcrum. The place-based transformation of rural teacher education adheres to the cultivation concept of promoting the local consciousness of rural teachers, with the aims to cultivate local education practitioners suitable for the needs of rural communities, schools and students through on-thespot recognition. Therefore, some foreign countries have developed a teacher education project system for the whole process of rural teacher training, and built a multi-agent partnership network of universities, rural communities and rural schools funded by the government and public welfare organizations. Furthermore, a rural teacher education curriculum module has been created in these countries, which includes local knowledge, place-conscious teaching capacity and field teaching experience, and has various organizational forms.