寒门家庭参与学校文化的状况——伯恩斯坦学校参与理论的应用研究

发布时间：2018-04-24 12:55

本文选题：家庭参与 + 学校文化　；参考：《高教探索》2017年11期

【摘要】：已有的研究认为,底层家庭通常不能积极、有效地参与子女的教育。为了探究"寒门"家庭对学校文化的参与状况,本文采用质性研究方法,通过预设编码、开放式编码、聚焦编码、选择性编码等步骤,获取关键事件和表现特征。借助巴兹尔·伯恩斯坦有关"学校参与"的理论,按照家庭是否理解学校的表意性秩序和工具性秩序的传递方法以及目的,将其分为五类:承诺型、隔阂型、规训型、生疏型和疏离型,并分析不同家庭参与类型对学生学校参与的影响。本研究发现这部分农村家庭普遍高度认同教育的工具性目的 (工具性秩序),并且将学习看作是人人应该遵守的惯例和规矩(表意性秩序),农村家庭强调的文化与学校教育的文化形态基本一致。
[Abstract]:Previous studies suggest that bottom-level families are often not actively and effectively involved in children's education. In order to explore the participation of "Hanmen" families in school culture, this paper adopts qualitative research methods to obtain key events and performance characteristics through presupposition coding, open coding, focusing coding, selective coding and so on. With the help of Basil Bernstein's theory of "school participation," according to whether the family understands the conveyance method and purpose of the idealistic and instrumental order of the school, it is divided into five categories: commitment type, estrangement type, discipline type. The influence of different types of family participation on students' school participation was analyzed. This study found that this part of rural families generally highly agree with the instrumental purpose of education (instrumental order) and regard learning as the convention and rule that everyone should abide by. It is basically consistent with the cultural form of school education.
【作者单位】：清华大学教育研究院;
【分类号】：G41

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