近些年，新型城镇化与乡村振兴已然成为教育发展与变革的重要社会背景。在成人高等教育领域，新市民学习者的增多使成人学习者群体的多样性愈加突出。遗憾的是，教育供给对成人学习者群体变化的关注相对迟滞甚至缺位，以致教育实践问题频现。如何给予这一新型成人学习者群体真正的关照？回归生活世界这一成人教育研究视角启示我们走进新市民学习者的生活世界，将其学习行动置于“最真实的社会境遇”和“最本真的社会生活”中作以深入探查。基于此，本研究以就读经验作为分析框架，力求回应如下三个研究问题：在融入城市的过程中，新市民学习者选择继续学习的动因为何？在其继续学习的过程中，新市民学习者有着怎样的学习体验与学习投入？新市民学习者如何看待现实中的教育供给状况和学习的实际效果？

       为此，本研究选择质性研究范式，运用生活史与扎根理论的研究方法，通过深度访谈、参与式观察、实物收集三种收集资料的方法，全方位地获取新市民学习者的生活史资料。进而综合运用类属分析与情境分析的分析方法，遵循斯特劳斯和科宾的三级编码步骤对收集的资料进行了逐级编码，最终获得四个核心类属：“新市民学习者的成长经验”“新市民学习者的行动选择经验”、“新市民学习者的实践性经验”、“新市民学习者的反思性经验”，并通过关联类属，扎根得出以下结论：

       首先，乡村生活中家庭资本对新市民学习者过往教育获得的塑造，以及城市发展中的职业探索与城市生活境遇，共同汇聚为新市民学习者当下的成长经验。其中，家庭资本这一结构性因素是影响新市民教育获得与进城务工选择的重要力量；进城务工既是结构性因素影响的结果，也是个体冲破结构性束缚的能动行动。成长经验塑造了新市民学习者“正式教育中的失意者”角色，具有补偿性动力与文化归因思维等特殊文化资本，蕴含了继续学习的基础与可能。

      其次，新市民学习者的行动选择经验表现为学习动机的形成以及由学习动机向学习行为的转化。一方面，新市民学习者的过往学习生活经历、城市变迁等结构性背景以及结构性背景所塑造的特殊文化资本相互叠加，共同激发了新市民改变人生境遇、承担家庭责任、职业向上流动、满足认知兴趣四方面学习需要的产生。这些需要根植于城市适应与融入的情境，随着生活状态的变化，呈现出阶段性、情境性的特点。同时，特殊文化资本加速了新市民学习需要的形成，是新市民学习者学习需要产生的重要中介因素。另一方面，学习需要出现后，新市民会对包括条件性资源、能量性资源以及支持性资源在内的个人资源及学习收益做出综合地评估与权衡，并在由学习动机向学习行为转化的过程中，主动拓展社会资本，依托新的社会网络克服自身的资本缺陷，在学校的选择、专业的选择中表现出极大的能动性与主体性。

       再次，新市民学习者的实践性经验表现为行为、情感、认知三方面的学习投入。学习动机、学习感知、学习支持是影响新市民学习者学习投入的三大因素。其中，学习动机是新市民学习者学习投入的决定性因素，学习感知与学习支持作为条件性因素，对学习投入起增进或抑制的作用。进而，依据三因素对学习投入的影响程度，新市民学习者学习投入状态可划分为主动投入、积极参与、被动顺应、边缘观望四种类型。当三因素发生变化时，投入状态的类型会随之发生变化。

      最后，新市民学习者的反思性经验呈现了新市民学习者对自身学习与发展关系的认知。新市民学习者认为通过学习，伴随各类资本的增值，自己实现了在知识、文凭、能力等多方面的学习预期，增强了自我效能感，在职业向上流动、承担家庭责任、改变人生境遇等方面的学习需要得到了不同程度的满足。从根本上看，新市民学习者多维的学习变化表现出明显的现代性特征，可归结为现代性的提升。从归因上看，新市民学习者的学习变化是正规学习与非正式学习共同作用的结果，文化归因思维也在强化着新市民学习者对生活变化的学习归因。同时，新市民学习者对学习变化感知的程度也会受到其学习投入及其知识观的影响。

      基于上述结论，本研究最终获得的扎根理论是：

      从新市民学习者的教育属性看，新市民学习者就读经验由成长经验、行动选择经验、实践性经验以及反思性经验构成。成长经验是新市民学习者行动选择经验的结构性背景和根本动因，而行动选择经验是实践性经验的重要推动力和行动策略。在这一过程中，特殊文化资本、个人资源、收益预期、学习感知、学习支持分别在不同阶段发挥着或促进或阻碍的中介作用，使实践性经验集中表现为不同水平的学习投入状态。最终，行动选择经验促成了新市民学习者反思性经验的获得。

      从新市民学习者的社会属性看，结构性力量塑造了新市民这一正式教育的失意者群体，为改写命运，他们从乡村走向城市寻求发展，并以学习作为应对城市融入现实问题的行动策略。继续学习并非是新市民学习者改变生活轨迹或实现向上流动的直接实现路径，但促进了新市民学习者现代性的增强，使新市民学习者有机会在城市生活之中增加应对制度性约束的资本，并逐渐形成积极的自我认同，展现出应对现代生活的主动性与能动性。此时的新市民学习者无论是继续留在城市打拼还是选择回乡创业，都将呈现出不同于过往的传统思维方式与行动倾向，更少受到再生产复制模式的影响，增加了向上流动的可能。可以说，在城市打工的同时开启继续学习之路，使迁移与教育两条路径在城市中融合，并获得现代性的增强，是乡村青年实现城镇化的第三条道路。

      为此，本研究为教育供给侧提出了如下建议：重构成人教育学习者群体概念；持续改进农村教育；为不同发展阶段的新市民学习者提供差异化的教育选择；增加非正式学习的教育供给；规范教学行为，优化课程体系，增加学习支持；着力促进基于学缘关系的人际互动；推动教育供给侧形成对现代性培育使命的自知与自觉。

    In recent years, new urbanization and rural revitalization have become important social backgrounds for educational development and reform. In the field of adult higher education, the increase of new citizen learners makes the diversity of adult learner groups more prominent. Regrettably, the education supply's attention to changes in the adult learner group is relatively slow or even absent, resulting in frequent problems in educational practice. How to give real care to this new type of adult learner group? The adult education research perspective of returning to the world of life enlightens us to walk into the life world of new citizens, and put their learning actions in "the most real social situation" and "the most authentic social life" for in-depth exploration. Based on this, the study uses learning experience as the analytical framework, and strives to respond to the following three research questions: In the process of integrating into the city, why do new citizens choose to continue learning? What kind of learning experience and learning input are there in the process of continuing learning? How do citizens view the current education supply situation and the actual effect of learning?
    To this end, this study chooses a qualitative research paradigm, uses life history and grounded theory research methods, and obtains new citizens' life history data in an all-round way through in-depth interviews, participatory observations, and object collection methods. Furthermore, using the analysis methods of category analysis and context analysis, following the three-level coding steps of Strauss and Corbin, the collected data was coded level by level, and finally four core categories were obtained: "New citizen learners' Growth experience", "New citizen learner's action choice experience", "New citizen learner's practical experience", "New citizen learners' reflective experience", and rooted in related categories to draw the following conclusions:
    First of all, the shaping of the past education of new citizens by family capital in rural life, as well as the occupational exploration and urban life conditions in urban development, converge together into the current growth experience of new citizens. Among them, the structural factor of family capital is an important force that affects the education of new citizens and the choice of migrant workers; migrant workers are not only the result of structural factors, but also an active action for individuals to break through structural constraints. The growth experience has shaped the role of the new citizen as a "frustrated person in formal education". It has special cultural capital such as compensatory motivation and cultural attribution thinking, and contains the basis and possibility of continuing learning.
    Secondly, the new citizen learners' action choice experience is manifested in the formation of learning motivation and the transformation from learning motivation to learning behavior. On the one hand, new citizens’ past learning and life experiences, urban changes and other structural backgrounds, as well as special cultural capital shaped by the structural background, are superimposed on each other, which together inspire new citizens to change their life circumstances, assume family responsibilities, move up careers, and satisfy cognition. The four aspects of interest are the generation of learning needs. These needs are rooted in the context of urban adaptation and integration, and with the change of living conditions, they present staged and situational characteristics. At the same time, special cultural capital accelerates the formation of the learning needs of new citizens, and is an important intermediary factor for the learning needs of new citizens. On the other hand, after the emergence of learning needs, new citizens will make a comprehensive assessment and evaluation of personal resources including conditional, energy and support resources and learning benefits, and in the process of transforming from learning motivation to learning behavior, they will take the initiative to expand their social capital, rely on new social networks to overcome their own capital deficiencies, and show great motivation and initiative in the choice of schools and majors. They show great initiative and initiative in choosing schools and majors.
    Thirdly, the practical experience of new citizens is manifested in the learning input of behavior, emotion and cognition. Learning motivation, learning perception, and learning support are the three major factors that affect the learning input of new citizen learners. Among them, learning motivation is the decisive factor for new citizens' learning input, and learning perception and learning support as conditional factors can enhance or inhibit learning input. Furthermore, according to the degree of influence of the three factors on learning input, the learning input state of new citizens can be divided into four types: active input, active participation, passive compliance, and marginal wait-and-see. When the three factors change, the type of input state will change accordingly.
    Finally, the reflective experience of the new citizen presents the new citizen's cognition of the relationship between their own learning and development. New citizen learners believe that through learning, with the appreciation of various types of capital, they have realized their learning expectations in terms of knowledge, diplomas, abilities, etc., strengthened their sense of self-efficacy, moved upward in their careers, assumed family responsibilities, and changed life situations, etc. The learning needs in this respect have been met to varying degrees. From a fundamental point of view, the multi-dimensional learning changes of new citizen learners show obvious modernity characteristics, which can be attributed to the promotion of modernity. From the perspective of attribution, the learning changes of new citizen learners are on the one hand the result of the joint effect of formal and informal learning, and on the other hand, they are also affected by their cultural attribution thinking. At the same time, the extent to which new citizens perceive changes in learning will also be affected by their learning input and their view of knowledge.
    Based on the above conclusions, the grounded theory finally obtained in this research is:
    From the perspective of the educational attributes of new-citizen learners, the new-citizen’s learning experience is composed of growth experience, action choice experience, practical experience and reflective experience. Growth experience is the structural background and fundamental motivation of new citizens' action choice experience, and action choice experience is an important driving force and action strategy for practical experience. In this process, special cultural capital, personal resources, income expectations, learning perception, and learning support play or promote or hinder the mediating role at different stages, making practical experience concentrated in the state of learning input at different levels. In the end, the action choice experience contributed to the acquisition of reflective experience for new citizens.
    From the perspective of the social attributes of new citizen learners, structural forces have shaped the frustrated group of new citizens, a formal education group. In order to rewrite their fate, they seek development from the countryside to the city, and use learning as an action strategy to deal with the reality of urban integration. Continuing learning is not a direct realization path for new citizens to change their life trajectory or to achieve upward mobility, but it promotes the enhancement of new citizens’ modernity, giving new citizens the opportunity to increase capital in urban life to deal with institutional constraints, and gradually form a positive His self-identity shows the initiative and initiative to deal with modern life. At this time, whether new citizens continue to stay in the city to work hard or choose to return to their hometowns to start a business, they will show a different traditional way of thinking and behavior, and will be less affected by reproduction and copy mode, increasing the possibility of upward mobility. It can be said that opening the road of continuing learning while working in the city, integrating the two paths of migration and education in the city, and gaining modernity is the third way for rural youth to achieve urbanization.
    Based on the above conclusions and grounded theories, this study puts forward the following recommendations for the education supply side: reconstruct the concept of adult education learner groups; continue to improve rural education; provide differentiated educational options for new citizen learners at different stages of development; increase non-compliance educational supply of formal learning; standardize teaching behavior, optimize the curriculum system, and increase learning support; focus on promoting interpersonal interaction based on academic relationships; promote the formation of self-knowledge and consciousness of the mission of modernity cultivation on the educational supply side.