教育主体结构转型视域下农村家校关系内卷化研究

On the Involution of Rural Family-School Relationship from the Perspective of the Structure Transformation of Education Subject

立足对中西部省份乡村教育的田野调查和机制分析,发现当前农村家校关系实践呈现出显著的内卷化趋势,具体表现为家校日常性互动的松散化、事件性互动的冲突化、价值性互动的错位化以及社会性关联的脱域化。将农村家校关系互动还原为一种经验制图,并放置在“学校—家庭—村庄”三者教育主体结构转型的社会学视野下,分析其内卷化根源在于教育管理体制改革与学校教育权力的重构、农民家庭再生产的阶层分化与维持性教育秩序的形成以及乡土伦理价值共同体变迁与社会教育主体的缺失。引导农村家校关系正常运行,除开法制和规范建设以外,还需要重视搭建新型教育主体结构,形成多元化、多主体的农村家校关系互动格局。

Based on the field investigation and mechanism analysis of rural education in central and western provinces, it is found that the current practice of rural family-school relationship shows a significant trend of involution, which is specifically manifested in the loose daily family-school interaction, the conflict of event interaction, the dislocation of value interaction, and the delineation of social relevance. Rural family-school interaction is restored to an empirical mapping, and placed in the sociological perspective of the transformation of the educational subject structure of“school-family-village”. This paper analyzed that the root of its involution lies in the reform of the educational management system and the reconstruction of the educational power of schools, the stratification of the reproduction of farmer families and the formation of the maintenance of educational order, as well as the changes of the community of local ethical values and the absence of social educational subjects. To guide the normal operation of the rural family school relationship, in addition to the construction of the legal system and norms, it is necessary to attach importance to building a new type of educational subject structure to form a diversified, multi subject rural family-school interaction pattern.