【作者】 李爽；

【导师】 李晓婷；

【作者基本信息】 北京工业大学 ， 社会学， 2011， 硕士

【副题名】以北京市“小升初”择校现象为例

【摘要】 改革开放三十多年来,义务教育取得了巨大成就,但也存在诸多问题,其中择校问题已经引起了全社会的广泛关注。本文主要以布迪厄的文化再生产理论作为理论框架,探讨由择校所引发的义务教育分化和背后所隐含的教育对阶层地位再生产的问题。教育对社会阶层具有生产和再生产的双重作用,本文认为在我国现阶段的教育体制下,教育更多地表现出了对阶层地位的再生产倾向,所以布迪厄的再生产理论对我们研究中国教育问题同样具有重要的指导意义。本文的研究分为以下几个部分:第一部分,对义务教育的背景和择校的基本情况进行全面梳理。第二部分,对义务教育的分化进行探讨。义务教育的分化源于重点学校政策的实行,经由择校进一步扩大,重点校与非重点校间表现出在设施经费、师资力量、升学率、生源质量和学生的家庭阶层背景方面的分化。以往对学生家庭背景的阶层分化的研究多集中于高等教育阶段,忽视了义务教育阶段,就本文研究来看,早在义务教育阶段这种分化就已经出现了。第三部分,对实现阶层地位再生产的手段和路径进行分析。各阶层通过三种资本手段的运作,获取优质教育资源,社会阶层地位的不平等被转化为教育获得的不平等,为教育实现阶层地位再生产打下基础。实现阶层地位再生产的路径有两类:一类是高质量教育的累加路径。另一类是低质量教育的累加路径。两种路径都会造成子代对父代阶层地位的再生产,而这种阶层地位的再生产是借助教育得以实现和合法化的。第四部分,分析义务教育分化和阶层地位再生产的关联结果。义务教育的分化是过程,实现阶层地位再生产是结果,在义务教育阶段出现的分化,是实现阶层地位再生产的重要一环,它将会延续到高等教育阶段。分化与再生产的关联结果贯穿在教育的全过程。此外,中国与法国存在诸多差异,本文主要使用的是布迪厄理论的立场、观点和方法来分析中国的问题,所以没有简单的照搬照抄,而是结合我国经济与教育体制上的障碍来分析和解决问题。最后,提出几点思考和建议。更多还原

【Abstract】 Three decades of reform and opening, compulsory education has made great achievements, but there are also many problems, including school choice issue has caused widespread concern in society. This paper mainly uses Bourdieu’s cultural reproduction theory as the theoretical framework, discussing the differentiation of compulsory education caused by school choice and the reproduction problems of class status hidden in the back. Education plays a dual role on the production and reproduction of social class. This paper think that education express the more tendency for the reproduction of class status at this stage of our education system. So Bourdieu’s theory of reproduction also has important significance for studying Chinese education.This study is divided into the following parts: the first part is that combing compulsory education background and the basic situation of school choice. The second part is that discussing the differentiation of compulsory education. The differentiation of compulsory education caused by the key schools policies and expanding by school choice. Key schools and non-key schools show the differentiation in these areas of facility, fund, teachers, enrollment rate, student quality and student family background levels. In the past, the study of differentiation of students family class background has focused on the higher education stage, ignoring the study of the compulsory education stage. From the views of this study, the differentiation has emerged in the compulsory education stage. The third part is that analyzing the means and paths of achieving the reproduction of class status. All classes access to quality educational resources through the operation of the three capital means. The inequalities of social class status are transformed into inequalities of education. It lays the foundation for achieving the reproduction of class status. The paths of achieving the reproduction of class status have two kinds: One path is the accumulation of high-quality education. The other path is the accumulation of low-quality education. The two paths will cause that the offspring inherit the parent class status. The reproduction of class status is achieved and legalized through education. The fourth part is analyzing the related results of differentiation of compulsory education and the reproduction of class status. The differentiation of compulsory education is the process. Achieving the reproduction of class status is the result. Differentiation occurs in the stage of compulsory education is an important part of achieving the reproduction of class status. It will be extended to higher stage. The related results of differentiation of compulsory education and the reproduction of class status throughout the entire process of education. In addition, there are many differences between China and France. This article uses the position, viewpoint and method of Bourdieu’s theory to analyze the problems in China. So There is no simple copy. This study is combined economic and education institutional barriers of China to analyze and solve problems. Finally, the authors propose some thoughts and suggestions.更多还原