家庭教育与学校教育互动的文化机理初探--基于对北京市农民工随迁子女教育活动的田野观察

Pilot Exploration on the Interactive Cultural Mechanism Between Family Education and School Education——Based on the Field Work of the Migrants Children Families' Education Activities in Beijing

借助教育人类学视角,结合田野观察和问卷调查方法,针对北京市农民工随迁子女家庭教育与学校教育互动进行调研发现,在农民工随迁子女家校互动中,存在干预性教育行为、非干预性教育行为和情境性教育三种主要实践模式,在每种模式互动中,都彰显着人们对教育目标的理解、社会资本的局限、自我经历的复制等社会文化因素对教育实践的影响。物质资本和社会资本相对匮乏的农民工随迁子女的家庭教育,需要和其学校教育一起,共同受到社会和政府进一步关注。

By virtue of educational anthropology, together with the field work and questionnaire survey about the interaction between family education and school education of the migrant children in Beijing, it is found that there are mainly three practical models as the intervention education practice, non-intervention practice and contextual practice in the interaction between family and school in migrant children education. In each type of interaction, there has been the influence of social cultural factors on education practice as the understanding of educational objective, the limitation of social capital and the reproduction of one＇s self experience. With relative poor material and social capital, both the family education and school education of migrant children should be paid more attention to by the government and the public.