摘要
近年来,“场域”一词被广泛运用于教育研究,成为分析教育要素及要素间相互关系的有力抓手。但随着“场域”概念的引入,在小学教育研究与实践中逐渐出现两种误区:一方面,一线教师将“场域”概念等同于“场所”“领域”等词,导致教育空间出现了“伪场域”和“类场域”现象;另一方面,基础教育研究者易于局限于场域理论的批判性色彩,关注教育场域中的权力和冲突关系而忽视了小学阶段的特殊性、发展性和生成性等特点。“场域”概念及其理论源于社会学,进而被应用在教育学研究中。因此,回归社会学视角进一步理清“场域”的本质和特性,分析小学教育场域自身的独特性,以结合小学教育的特点,展开具有阶段性和针对性的理论与实践研究。
In recent years,the concept of Field has been widely used in education research,which has become a powerful grasp to analyze educational elements and their mutual relations.However,with the introduction of the concept of Field,two misunderstandings gradually appear in the research and practice of elementary education.First,elementary school teachers use field purely as place,space and other words,resulting in the emergence of pseudo-field and quasi-field phenomenon in the educational research.Another is that researchers of basic education tend to be confined to the critical perspective on field theory and pay attention to the relationship between power and conflict in the field of education while ignoring the particularity,development and generative characteristics of elementary school.The concept of field and its theory originate from sociology and are applied in pedagogy research.Therefore,only by tracing back the sociological perspective to further clarify the nature and characteristics of field and analyze the uniqueness of elementary education field,can periodical and targeted theoretical and practical research be carried out in combination with the characteristics of elementary education.
作者
刘祎莹
杨家卉
LIU Yi-ying;YANG Jia-hui(College of Elementary Education,Capital Normal University,Beijing 100048,China;School of European Studies,Tianjin Foreign Studies University,Tianjin 300204,China)
出处
《教学研究》
2023年第4期88-92,共5页
Research in Teaching
基金
北京市教育委员会科研计划项目(SM202310028012)。
关键词
教育场域
小学特性
教育社会学视角
课堂
关系网络
educational field
characteristics of elementary school
sociological perspective
classroom
rational network
