【作者】 王晓京；

【导师】 李斌；

【作者基本信息】 中南大学 ， 社会学， 2007， 硕士

【摘要】 布迪厄认为文化资本在社会各阶层间的分配是不平等的,不同的家庭由于各自拥有的文化资本不同,学生的成长环境与社会化也就相应的不同,从而导致学生成长结果出现差异,学校教育强化社会不平等现实,它通过文化资本的运作来复制特定人群的文化,使来自底层社会的儿童积累文化资本与提升文化能力出现某种阻隔。本文通过对农村留守儿童家庭与学校教育的实地考察,采用定量和定性分析相结合的研究方法,运用布迪厄的文化资本理论,分别就家庭与学校教育对培养留守儿童文化能力的影响因素进行分析。研究结论表明,农村留守儿童的文化能力普遍较低,而造成这一结果的主要原因是:家庭文化资本的严重匮乏影响了留守儿童文化资本的积累与文化能力的提升;父母缺位使得文化资本传承中断,留守儿童文化能力下降;因为父母外出,学校教育没有很好地承担起培养职责,而影响了留守儿童文化能力的发展。然后,论文对阻碍留守儿童文化能力发展的原因做了进一步的分析,认为教育公平的缺失才是造成留守儿童教育问题的深层次原因,并提出了解决问题的基本思路。更多还原

【Abstract】 Bourdieu considers that the assignment of the cultural capital is not equal in various social class. It gives rise to the diversity of students growing in that students have different growing environments and socialization because different family has different cultural capital, and cultural capital has feats transmitting generation by generation. Bourdieu considers that school education is a symbolical violence, which conceals the truth of the reproduction of education that seems equal but indeed unequal in the modem society. And it reproduces the culture of special public by operation of the symbol systems of cultural capital to make it difficult for the children from the unprivileged stratum to accumulate culture capital and promote culture competence.So, firstly by investigating family education and school education of rural left-behind children on the spot, the thesis adopts the study method of quantitative analysis and qualitative analysis, applies Bourdieu’s theory of cultural capital, and analyses the factors by which family and school influence on cultivating the cultural competence of the left-behind children. The result of investigation indicates that the cultural competence of the rural left-behind children is low at large. In fact, there are main reasons bringing about the result: It is Severe scarce of culture capital that influences on the left-behind children’s accumulating cultural capital and enhancing cultural competence; it is absence of parents that stops culture capital being succeeded to lower the cultural competence of left-behind children; and it is the symbolical violence existing in the educational field of the school that has an effect on the children’s culturing competence to some extend. With that, the thesis further analyzes some deep-seated causes, thinks that absence of educational equality results in the problem of the left-behind children. At last, some ideas on how to solve these problems from the different aspects are put forward.更多还原