技术何以影响学校教育——基于布迪厄实践社会学视角

How does technology shape schooling: from the perspective of Pierre Bourdieu Bourdieu’s sociology of practices

布迪厄的实践社会学理论能对学校技术教育应用的实践逻辑进行分析。学校技术实践可以看成是组织场域和教学场域两个子场域的耦合。政府、企业和学校是组织场域的主要行动者;教师、学生和技术是教学场域的主要行动者。每个场域的行动者之间的权力关系、拥有的惯习和资本共同形塑了这个场域的实践形态。技术实践的组织场域的逻辑是从物的层面解决学校的技术配置问题,决定了学校"用什么样的技术"问题;教学场域遵循教育逻辑以利用技术促进教学发展,主要关注如何使用技术的问题。学校技术实践过程是内嵌其中的组织场域和教学场域两个子场域的叠加和耦合,参与其中的各个行动者拥有的惯习和资本构成了学校技术实践方式。学校技术实践发展首先应完成技术实践思维方式的关系转向,从社会关系的整体性进行技术实践;其次,重塑教师教学的新惯习,克服原有保守教育惯习的迟滞,并从校长管理能力、经费投入和文化资本建设等方面完成资本优化。

Bourdieu’s sociology of practice can illustrate the logic of technology use in schools.Technology practice in schools can be regarded as the coupling of two sub-fields:organization and teaching.Governments,enterprises and schools are key actors in the organization field while teachers,students and technology are key actors in the teaching field.Practice in a field is shaped by power relations among its actors,their habitus and capital.The logic behind the organization field of technology practice is to address technology allocation in the physical sense and decide what technology is used in schools while the teaching field aims to use technology to enhance teaching in line with the logic of education,focusing on how to use technology.Technology practice in schools is the overlapping and coupling of its embedded subfields of organization and teaching and is shaped by its actors’habitus and capital.It is,therefore,argued that good technology practice should begin with a shift in mindset,taking into account all the social relations,then re-create teaching habitus to overcome the inertia inherent in existing habitus,and complete capital optimization in such areas as management capacity of the principal,investment and cultural capital.