个人教育获得:学校取代抑或延续了家庭的影响——两种理论视野的比较  

Do Schools Replace or Continue Family Effects on Personal Educational Attainment?——Comparison between Two Theories

作　　者：刘录护[1] 扈中平[1] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《华南师范大学学报（社会科学版）》2012年第1期21-28,159,共8页Journal of South China Normal University：Social Science Edition

基　　金：广东省哲学社会科学规划项目"学校对于学生的偏好机制研究"(GD10YJY02)

摘　　要：现代社会中,学校教育与家庭背景在个人教育成就获得影响中的关系如何,对于社会阶层结构具有极为重要的影响。功能主义和冲突论对这种关系有着取代与延续两种截然不同的判断,并因此引发了大量的经验研究。两种理论对此问题的分析差异,不但在各自的发展中不断强化,而且带来了理论逻辑的诸多差异以及经验研究中的优势与不足。在我国社会阶层结构正在形成的背景下,就学校教育与家庭教育的关系问题,对两种理论进行系统的梳理、分析与比较,具有重要的研究与实践价值。In modern society,the relationship between school education and family background exerts great influences on the formation of social structure.The functionalism theory in sociology holds that the school education is the replacement of the family background,whereas the conflict theory goes to the opposite side,claiming that the former just continues the latter.This theoretical conflict results in lots of experiential researches on it and consequently shows respective strengthens and weakness in logical rationality and explanation value.This paper aims to systemically review the two theories on this question from their respective theoretical stance to experimental researches,which is valuable to our domestic studies and educational practices,especially in this era of social structure transforming.

关 键 词：教育获得 学校教育 家庭背景 功能主义 冲突论 

分 类 号：G40-052[文化科学—教育学原理]