Events, Situation, Communication

The problem this study will solve is on how to present and understand the social school life of the high school students. The term 'social life' is a borrowed concept through the observation of certain field of the student life. It refers to the students' communication activities, which are in correspondence with their study and political life. From the communicating point of view, the study analyses the student social life, reflects and criticizes it under the social-life value principle of communication. The student social life is mainly described through their communicating events under certain situations. The analysis is based on the communication ethics and the problems in school education are reflected in the analysis.The study interprets and understands the student social life on the base of 'concrete individual'. It understands the development of student sociality from the constructivism viewpoint. And the content of the student social life is presented in the form of narrative study.The student social life is illustrated in accordance with its space structure and its display in different situations. For the social life in different space, the study described the student communication activities in class space, self-determination space, and school system space. The study puts stress on describing the interaction between the students and the main influencing factors, which include the intercourse between the students and the teacher in charge of a class, the students social life and the teaching of politics, the students activities and the team building, the students performance in the social practical activities outside the school or at the class meeting.The last part of the study focuses on the basic methods of understanding the student social life. It concludes that power, right, meaning and the construction of the students' social resources and their ego social space are the basic frame in understanding the student social life. The study also has a research on the relationship and the morality between students and teachers. Thus reaches the conclusion that the relationship between students and teachers cannot exist without their social background, and the morality of education should be based on the intercourse ethic. Finally, some limitations of this study are discussed.