“生活教育”视野下的文化融合教育机理——基于北京市随迁子女学校教育的田野研究  

The Educational Mechanism of Cultural Integration under the Perspective of Life Education: Based on Field Work of School Education for Migrant Children in Beijing

作　　者：樊秀丽[1] 王正阳 FAN Xiu-li;WANG Zheng-yang(School of education, Capital Normal University, Beijing 100037;Faculty of education,Beijing Normal University, Beijing 100875, China)

机构地区：[1]首都师范大学教育学院,北京100037 [2]北京师范大学教育学部,北京100875

出　　处：《广西师范大学学报（哲学社会科学版）》2019年第2期83-92,共10页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：国家社科基金一般项目"农民工随迁子女文化融合教育的人类学研究"(15BSH062)

摘　　要：随迁子女进入城市后,其自身所携带的文化与城市文化相遇、碰撞产生冲突,在其持续过程中,两者之间是相互作用和影响的。学校开展的生活教育实践,为不同文化群体提供了涵化的条件。运用人类学的理论、概念及研究方法,对北京市一所招收随迁子女的学校长期的田野研究,结果发现生活教育所秉持的广阔共生的理念与文化融合教育具有同源性,因而学校开展文化融合教育应铭记:文化融合教育的根基是生命与自然中万物相生;文化融合教育的心态是开阔视野下的博大心胸;文化融合教育的目标是相互尊重,共同成长。After the migrant children enter into a city, their own culture and urban culture will meet, collide and crash, in which process comes an interaction. The practice of life education in the school provides the acculturation for different groups’ cultures. This research applies anthropological theories, concepts and research methods to long-term field work in one school recruiting migrant children in Beijing. From microcosmic perspective, we explored the mechanism of cultural integration education of migrant children. The concept of "symbiosis" that life education has adhered to, the study reveals, is homologous with the education of cultural integration. Based on that, we conclude that the education of cultural integration in school should be based on the harmony between life and nature;its mentality is a broad mind;its goal is to respect each other and grow together.

关 键 词：生活教育 文化融合教育 文化涵化 随迁子女 田野研究 

分 类 号：G400.52[文化科学—教育学原理]