“搭子社交”是大学生中较为流行的社交实践样态，大学生在校园内外平台上寻找学习、生活、娱乐等各类搭子，期待与之度过互相尊重、轻松舒适的时光。本文以大学生群体为研究对象，通过对17名大学生的深度访谈，考察大学生对搭子社交的理解，以及搭子体验对大学生个人成长的意义。
在高中背景下班集体形式的生活中，同频共振的集体是交往的基础，学习活动是交往的主线，学生们所建立的友谊既是真挚、亲密和稳定的，但也是不成熟的。到了大学，学生们拥有了更多的自主时间和空间，面临着不同的生活节奏以及异质化的社交环境，逐渐认识并适应社会的复杂面向，获得了学业之外的成长。
在多元开放的社交环境中，大学生们更加注重个人社交需求，倾向于寻找与自己目标、时空一致的“搭子”，以适应陌生环境、达成合作、满足情感需求。在搭子关系中，大学生拓展了自己的社交圈，获得了看待问题的不同视角，也逐渐对人际关系有了更加成熟的认知。
搭子社交促进了学生内在的成熟，帮助个体探索自我、发现他人、理解社会，在实践中认识自我与他人的边界。但搭子能否为个体提供高质量陪伴、满足个体的社交需求，仍然需要进一步思考和探究。当搭子社交成为大学生所习惯的社交方式时，他们成为了独立但不孤独的个体，获得了社交的“成年”。

“Dazi Social Interaction” is a popular form of social interaction among college students. College students look for partners in learning, life and entertainment on campus and outside platforms, look forward to a time of mutual respect, relaxation and comfort. Based on the in-depth interviews with 17 college students, this thesis examines their understanding of partner social interaction and the significance of partner experience to their personal growth.
In the high school background, the collective life is the foundation of communication, the learning activity is the main line of communication, the friendship that the students establish is sincere, intimate and stable, but also immature. At the university, students have more independent time and space, face different life rhythm and heterogeneous social environment, gradually understand and adapt to the complex aspects of society, and have achieved growth outside of their studies.
In the pluralistic and open social environment, college students pay more attention to personal social needs, tend to find their own goals, time and space in line with the “Dazi”, to adapt to the unfamiliar environment, to achieve cooperation, to meet emotional needs. In this context, college students have expanded their social circle, gained a different perspective on the problem, but also gradually have a more mature understanding of interpersonal relations.
“Dazi Social Interaction” promotes students' inner maturity, helps individuals to explore themselves, discover others, understand society, and recognize the boundary between self and others in practice. However, it still needs further consideration and exploration whether a partner can provide high-quality companionship and satisfy the social needs of an individual. When “Dazi Social Interaction” becomes what college students are used to, they become independent but not lonely individuals, and gain “adulthood” in the social sense.