场域理论视角下高职教师科研素养提升的困境与突破

The Dilemma and Breakthrough of Higher Vocational Teachers’ Scientific Research Literacy Improvement from the Perspective of Field Theory

高职教师科研素养的提升对职业教育、高职院校以及教师自身专业发展等方面都有丰富的价值意蕴。布迪厄的场域理论为研究高职教师科研素养提升问题提供了全新视角。基于主体、客体和本体维度分析了惯习、场域以及资本对高职教师科研素养提升的制约;同时,从净化高职教师科研场域、扩大高职教师资本积累以及重塑高职教师认知惯习等方面探寻了提升高职教师科研素养的路径。

The improvement of higher vocational teachers’ scientific research literacy has rich value implications to vocational education, higher vocational colleges and teachers’ own professional development. Bourdieu’s field theory provides a new perspective for the research on the improvement of higher vocational teachers’ scientific research literacy. Based on the dimensions of subject, object and ontology, this paper analyzes the constraints of habits, field and capital on the improvement of higher vocational teachers’ scientific research literacy. At the same time, it explores the ways to improve the scientific research literacy of higher vocational teachers from the aspects of purifying their scientific research field, expanding their capital accumulation and reshaping their cognitive habits.