摘要
家庭文化资本对子女受教育状况的影响是学术界持续关注的重要议题。已有对家庭文化资本作用机制的研究多涉及学校教育场域难以有效介入的因素,研究结论容易导向"教育无用论"或家庭文化资本"宿命论"等认知偏差,不利于解决由家庭文化资本差异产生的消极影响。聚焦高中学校教育场域的研究发展表明,高中生家庭文化资本不但能够以"同步形式"转化成教师支持和学生心理资本,而且能够以"远程链式形式"进行转化,这两种转化所形成的三条路径,使家庭文化资本以一种隐性方式实现资本的代际传递。为积极干预家庭文化资本转化机制带来的负面效应,宏观设计上要构建完善的教育补偿机制,学校教师要基于教育公平的视角在工作中体现"积极差异",家庭文化资本处境不利子女也应立足自我,努力发展自身的心理资本。
The influence of family cultural capital on the education of children is an important issue that the academia keeps paying attention to. Most of the existing studies on the mechanism of family cultural capital are about the factors leading to the difficulteffective intervention in the field of school education. So the conclusions are easy to lead to cognitive biases such as"the uselessness of education "or"the fatalism of family cultural capital",which will notbe conducive to solving the negative impact brought by the differences between family cultural capital. Focusing on the field of high school education,the study finds that high school students’ family cultural capital can not only be transformed into teachers’ support and students’ psychological capital in the form of synchronization,but also be transformed in the form of long-distance chain. The three paths formed by these two forms of transformation enable family cultural capital to realize the inter-generational transmission of capital in an implicit way. In order to actively interfere with the negative effects brought by the transformation mechanism of family cultural capital,we need to construct a perfect educational compensation mechanism in macro-design. School teachers need to embody"positive differences"in their work from the perspective of educational equity. Children who are disadvantaged in family cultural capital should also base on themselves and strive to develop their own psychological capital.
作者
张金龙
秦玉友
ZHANG Jin-long;QIN Yu-you(China Institute of Rural Education Development,Northeast Normal University)
出处
《教育理论与实践》
北大核心
2019年第31期19-24,共6页
Theory and Practice of Education
关键词
高中学校场域
高中生
家庭文化资本
心理资本
教师支持
教育公平
the field of high school
high school students
family cultural capital
psychological capital
teacher support
educational equality
