对中小学生抵制“钉钉”的个人看法

学生们对钉钉的“一星行动”像极了西方时下流行的Consumer Activism [即“消费者行动主义”，或“消费者维权行动”]。

“一星行动”是由因疫情而导致在家上课的中小学生们发起的，针“钉钉”App发起的抵制运动。透过微信/微博/b站等平台，发起者号召所有同样使用“钉钉”在家上课的学生，通过苹果官方app store，对“钉钉”手机app进行低分评价，其目的是让该app的评分低于1分后，被苹果官方强制下架。

短短一周左右的时间，学生们就把钉钉在苹果app store上的评价逼至1星左右。学生们的抵制让“钉钉”官方不得不在b站上“QAQ在线求饶”，并通过大量水军，在app store上大量刷好评，以避免“钉钉”被强制下架的后果。目前“钉钉”在app store上的评价已回升至2.5分左右。

学生们的共同抵制，和“钉钉”方的b站回应及水军操作，在这疫情之下都只是一场闹剧，随着未来疫情的结束，学生终将会回归校园，而抵制行动也将不复存在。

“钉钉”与其“在线求饶”，不如仔细了解学生和教师们的使用反馈，及时优化软件的使用逻辑和使用者的感受，让科技服务于用户，而不是让科技监督和控制用户。同时，主动选择线上教育和被迫接受线上教育产生的不同效果，也应该引起教育工作者和线上教育公司们的共同反思。

The "one-star action" of the Chinese primary school students is very similar to the Consumer Activism [ie, "consumer activism", or "consumer activism"] that is very popular in the West. "One Star" is a boycott campaign initiated by elementary and middle school students who are taking classes at home due to the Coronavirus Disease 2019. 

Through platforms such as WeChat / Weibo / bilibili, the initiator called on all students who are using “dingding” to conduct a low-score evaluation of the “dingding” app through Apple ’s app store. Because if the app's score is lower than 1 star, it is compulsorily removed by Apple. In just a week or so, the rating on the Apple App Store dropped to about 1 star. 

The resistance of the students made the “dinging” official have to "QAQ kneeling for mercy" via bilibili, and praised a lot on the app store through a large number of paid posters to avoid the consequences of “dinging” being forcibly delisted. At present, the rating of “dingding” on the app store has risen back to about 2.5 points. 

The student's common resistance, the response and the paid poster operation from the “dingding” side, are just a farce under this Coronavirus Disease. As the future epidemic ends, students will eventually return to campus, and boycotts will no longer exist.

For “dinging”, instead of asking for mercy online, it is better to understand the feedback from students and teachers, and optimise the software's use logic and user experience in time, so that technology can serve users, rather than letting technology supervise and control users. At the same time, the different effects of actively choosing online education and being forced to accept online education should also cause common reflection on educators and online education companies.