家庭文化资本对初中生英语学业成绩影响的调查研究
发布时间：2018-10-17 13:27
【摘要】：自上个世纪六十年代,“科尔曼报告”发表以来,国内外研究者开始广泛关注家庭因素对学生学习成绩的影响。个体的学习成绩不仅与学校教学质量和个人努力程度有关,还与家庭因素密切联系。本研究以布迪厄的文化资本理论为指导,旨在了解家庭文化资本对中学生英语学业成绩的影响。布迪厄把文化资本分为体制化资本、客观化资本和身体化资本,在这三种形式资本中,客观化资本和身体化资本被认为是影响学生学业成绩的重要因素。但有关家庭文化资本如何影响学生学业成绩的系统性研究还相对缺乏。本研究试图用实证研究法将布迪厄提出的三种形式文化资本进行量化来探索广东省珠海市南水镇南水中学中学生英语学业成绩与家庭文化资本的相关性,抽取了初三年级普通班中118名学生作为调查研究对象,并分别编制学生问卷和父母问卷进行调查,再以描述性统计、独立样本T检验、相关分析等方法来探讨各种家庭文化资本对中学生英语学业成绩的影响。本研究的主要发现如下：第一,不同学业成绩水平学生的家庭拥有的文化资本具有显著差异。从三种形式的文化资本看,高学业水平组学生的家庭拥有的体制化资本、身体化资本显著高于低学业水平组,客观化资本的拥有量不具有显著差异。第二,本研究以父母职业作为控制变量分析文化资本对中学生英语业成绩的影响,发现文化资本对学生英语学业成绩有显著性影响,其中身体化资本对学生学业成绩影响最大。第三,三种形式文化资本之间存在显著的相关性,客观化资本与身体化资本相关度最高。最后,本研究根据研究发现分别从社会、学校以及家庭本身三个方面提出可操作的建议,以期社会、学校、家庭来为改善学生家庭文化资本积累而共同努力,进而促进学生在英语学业上的进步。
[Abstract]:Since the publication of Coleman report in 1960's, researchers at home and abroad have begun to pay more attention to the influence of family factors on students' academic achievement. Individual achievement is not only related to school teaching quality and individual effort, but also closely related to family factors. Guided by Bourdieu's theory of cultural capital, this study aims to understand the influence of family cultural capital on English academic achievement of middle school students. Bourdieu divides cultural capital into institutional capital, objective capital and physical capital. Among these three forms of capital, objective capital and physical capital are regarded as the important factors affecting students' academic achievement. However, the systematic study on how family cultural capital affects students' academic achievement is relatively lacking. This study attempts to quantify the three forms of cultural capital put forward by Bourdieu in order to explore the correlation between English academic achievement and family cultural capital of middle school students in Nanshui Town, Zhuhai City, Guangdong Province. In this paper, 118 students in grade 3 of junior high school were selected as the objects of investigation, and the questionnaire and parents' questionnaire were compiled respectively, and then descriptive statistics and independent sample T test were used. Correlation analysis and other methods to explore the impact of various family cultural capital on the English academic performance of middle school students. The main findings of this study are as follows: first, there are significant differences in family cultural capital among students with different academic achievement levels. From the perspective of three forms of cultural capital, the institutional capital of the students in the high academic level group is significantly higher than that of the low academic level group, and there is no significant difference in the ownership of the objective capital. Secondly, this study analyzes the influence of cultural capital on students' English academic achievement with parental occupation as the controlling variable. It is found that cultural capital has a significant impact on students' English academic achievement, among which physical capital has the greatest influence on students' academic achievement. Third, there is a significant correlation between the three forms of cultural capital, objective capital and physical capital correlation is the highest. Finally, according to the findings of the study, the author puts forward some practical suggestions from three aspects: society, school and family, so that society, school and family can make joint efforts to improve the accumulation of cultural capital of students' family. And then promote the progress of students' English study.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2276802
[Abstract]:Since the publication of Coleman report in 1960's, researchers at home and abroad have begun to pay more attention to the influence of family factors on students' academic achievement. Individual achievement is not only related to school teaching quality and individual effort, but also closely related to family factors. Guided by Bourdieu's theory of cultural capital, this study aims to understand the influence of family cultural capital on English academic achievement of middle school students. Bourdieu divides cultural capital into institutional capital, objective capital and physical capital. Among these three forms of capital, objective capital and physical capital are regarded as the important factors affecting students' academic achievement. However, the systematic study on how family cultural capital affects students' academic achievement is relatively lacking. This study attempts to quantify the three forms of cultural capital put forward by Bourdieu in order to explore the correlation between English academic achievement and family cultural capital of middle school students in Nanshui Town, Zhuhai City, Guangdong Province. In this paper, 118 students in grade 3 of junior high school were selected as the objects of investigation, and the questionnaire and parents' questionnaire were compiled respectively, and then descriptive statistics and independent sample T test were used. Correlation analysis and other methods to explore the impact of various family cultural capital on the English academic performance of middle school students. The main findings of this study are as follows: first, there are significant differences in family cultural capital among students with different academic achievement levels. From the perspective of three forms of cultural capital, the institutional capital of the students in the high academic level group is significantly higher than that of the low academic level group, and there is no significant difference in the ownership of the objective capital. Secondly, this study analyzes the influence of cultural capital on students' English academic achievement with parental occupation as the controlling variable. It is found that cultural capital has a significant impact on students' English academic achievement, among which physical capital has the greatest influence on students' academic achievement. Third, there is a significant correlation between the three forms of cultural capital, objective capital and physical capital correlation is the highest. Finally, according to the findings of the study, the author puts forward some practical suggestions from three aspects: society, school and family, so that society, school and family can make joint efforts to improve the accumulation of cultural capital of students' family. And then promote the progress of students' English study.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前1条
1 高贵忠;吕国光;;家庭文化资本对藏族学生学业成绩的影响[J];青海民族大学学报(教育科学版);2011年04期
，本文编号：2276802
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