大学生在校园网络文化生活中经常有这些网游事件：上情色网站、上网玩游戏、网上聊天、网上交友、做黑客、浏览被封网站和论坛、上民间网不上官方网、网络恶搞等，一直以来我们对此的管理方式是封、堵、截的方式，禁止他们的这些行为。众所周知，教育领域中学生是教育的主体，好的高校校园网络文化也必然要遵循学生主体的基本原则。但是过去的管理和教育方式也造成了学校制度文化与学生文化的冲突，造成了教师权威与学生自由的冲突。冲突的存在，即为生活边界的存在。那么是否存在一个大学生校园网络文化生活合理的边界呢？大学生作为跨越边界的主体，如何面对有争议的网络文化的边界事件，如何面对教师权威，如何削减边界？本研究基于这样假设：我们的学校和教育管理者对现在大学生的校园网络文化生活存在偏见。事实上，大学生的网游边界事件属于“度”的问题，我们的学校和教育管理者不能一棒子打死，认为这些是对他们负面的影响，从而封、堵、截他们的网游行为。当然不能过于担心，也不能过于放纵，要给我们的学生一个自由跨越的边界和空间。一、进行学生的问卷调查，不是简单的了解其违规状况，而是了解现在大学生的网络文化生活边界事件的现状；二、对国家和学校制度文化作分析，从中找出学校对大学生网络文化生活边界的界定；并进行教育者的访谈，反思教师的权威，反思不同的人、不同的阶层、不同的地位对大学生网络文化生活边界理解上的差异； 三、把学生的现状和教育者的态度、立场进行对比，阐述学生文化和制度文化的冲突、学生自由和教师权威的冲突。总之，通过本研究倡导大学生将作为边界的跨越者穿越差异和权力平等构成的疆界，通过理解权力与知识之间的关系来占有知识；呼吁教育者和文化工作者能够跨越教育与网络文化生活之间、权力中心与边缘等之间存在的固定不变的界限，并积极推动这些界限的变化。

College students are often engaged in the following online activities: surfing on porn websites, playing online games, chatting online, making friends online, being hackers, visiting weeded websites and BBS, preferring folk websites to official websites, and playing online practical jokes, etc. These activities are usually frustrated by strict management. As is known to all, the students are the main body in education, to whom a good campus network culture shall show enough respect. However, the management and education pattern in the past has caused conflicts between college regulations and the students’ living culture. It has also aroused conflicts between the teachers’ authority and the students’ freedom. The existence of the conflicts implies the existence of a life boundary. Then, is there an acceptable boundary fit for campus network culture? And, as the main body that cross the boundary, how shall the college students handle controversial events related to network culture? How can they narrow down the boundary when faced with the teachers’ authority?The research is based on the following assumptions: The colleges and the educational administers bear certain prejudices towards the existing the campus network culture. In fact, as far as online game is concerned, it is a matter of “degree”. Such phenomenon shall not be totally repudiated or forbidden in a simple way. Neither being too worried nor being too indulgent is rational attitude towards it. The proper way is to provide the students with a boundary and space for free crossing.In Part One, the questionnaires are not meant to reveal how the students act improperly, but to give a general view of the current situation of campus network culture. In Part Two, an analysis over the systematic culture of the country and the colleges is made so as to find out how the colleges define the boundary of campus network culture. The educators are interviewed to help reexamine the teachers’ authority and how different people in different positions differ in their understanding of campus network culture. In Part Three, a comparison between the current situation of college students and the attitudes and standpoints of the educators is made so as to demonstrate the conflicts between the student culture and the systematic culture as well as the conflicts between the students’ freedom and the teachers’ authority.To sum up, the research proposed that the students should cross the boundary as formed by variance and power, understand the relationship between power and knowledge, and take possession of knowledge; that the educators and cultural practitioners should cross the boundary that lies between education and network culture, between power center and power edge, and take the initiative to push forward the changes.