少数民族学校教育低学业成就与学生反学校文化关系研究——以青海省乌兰县蒙古族学校为例  

The Relationship between Low Academic Achievements and Counter School Culture in Minority School Education: Taking a Mongolian School in Wulan Country in Qinghai Province as an Example

作　　者：马文婷[1] 袁同凯[2] 

机构地区：[1]北京大学中国社会科学调查中心 [2]南开大学社会学系

出　　处：《西北民族研究》2016年第2期155-160,189,共7页Journal of Northwestern Ethnic Studies

基　　金：国家社会科学基金项目"西部少数民族地区教育发展与社会和谐稳定研究"(项目编号:13BMZ064)的阶段性成果

摘　　要：除教育、就业环境等诸多因素外,少数民族学校学生的反学校文化也在不同程度上影响着他们的学业成就。本文以青海省乌兰县蒙古族学校为例,讨论了蒙校教育低学业成就这一现象与蒙校学生反学校文化的关系。因为蒙校学生意识到学校教育对个人发展的重要性,也认同知识和文凭的价值,所以他们的反学校文化是以一种消极、隐蔽的方式展开的,并对教师权威和学校规范有一定顺从。这种反学校文化主要表现为用"混日子"的态度来对待学业,采取喝酒等隐蔽的越轨行为,在网络上嘲讽学校教育来表达反抗的态度,以及以民族文化为由反抗学校教育和汉语学习。When discussing the phenomenon of low academic achievements in Mongolia school education, counter school culture is an important forming factor besides the education environment and employment environment.Taking a Mongolian school in Wulan Country in Qinghai province as the object of the study, this paper tries to explain the relationship between the phenomenon of low academic achievements in Mongolia school education and counter school culture. As the Mongolian students realize the importance of education in self-development and identify with the values of knowledge and diploma, the counter school culture is spread in relatively covert and negative ways and the students show much in conformity with the authorities and regulations of school education.The counter school culture includes negative attitudes such as dawdling away their time in school,drinking alcohol which belongs to covert deviance behavior, protesting the education system on the Internet, and objecting the Chinese education in the name of protecting ethnic culture.

关 键 词：少数民族教育 蒙古族 学业成就 反学校文化 

分 类 号：C95[社会学—民族学]