家庭背景如何影响大学生的学习经历

How Family Background Influenced College Students' Learning Experiences

本研究以结构化理论为观照,以14名普通高校学生的深度访谈考察家庭背景对大学生学习经历的影响及发生机制,发现大学场域中学生学习经历呈现"结构再制"特征,家庭背景居优势或劣势的学生群体中,"强结构"效应尤为明显。这是家庭背景的结构制约与个体能动性的主体建构通过一系列中间过程共同作用的结果。"极端化"的学习自由、资源分配的"能力取向"和"资本取向"、教师群体的"集体无意识"和"择优偏好"助推了家庭背景效应。要弱化家庭背景的影响,需发挥大学教育的促生功能和推进功能,普遍激发学生内在的限制性意识,多向提供促进学习的行动条件。

According to the structural theory, the influence of family background on college students＂ learning experiences and its mechanism were studied through depth interviews with 14 college students. The result showed that college students＂ learning experiences reflected the characteristics of ＂structure reproduction＂ in the college field, and ＂strong structural effect＂ in both superior and inferior groups were obvious. The phenomenon was the result of a series of intermediate processes, which was acted by the structure constraint and subject construction originated from their family background. ＂Extreme＂ learning freedom, ＂ability orientation＂ and ＂capital orientation＂ of resource allocation, and ＂collective unconscious＂ and ＂excellent preference＂ of the teachers boosted the influence of family background. To weaken these impacts, it should stimulate students＇ inherent consciousness of limitations and provide action conditions through exerting the enlightened and conditional function of college education.