流动家长参与学校教育低迷的成因分析与路径选择--基于嵌入性理论视角  

Causes Analysis and Path Selection of Floating Parents’Low Participation in School Education-From the Perspective of Embeddedness Theory

作　　者：李先花 周福盛[1] 卢晋媛 LI Xianhua;ZHOU Fusheng;LU Jinyuan(School of Education,Ningxia University,Yichuan Ningxia 750021,China)

机构地区：[1]宁夏大学教育学院,宁夏银川750021

出　　处：《教育参考》2022年第2期15-20,40,共7页Education Approach

基　　金：2021年度宁夏回族自治区哲学社会科学(教育学)规划项目“‘互联网+教育’背景下中小学教师研训实效性研究”(项目批准号:21NXJB09)的成果。

摘　　要：流动家长参与学校教育低迷是影响家校社协同共育格局形成的重要障碍。基于嵌入性理论视角,流动家长参与学校教育低迷主要有以下原因:认知嵌入缺失形成流动家长“局外人”的身份定位,关系嵌入弱化导致家校之间缺乏相互信任和支持,文化嵌入不足使得流动家长在“弱势地位”下有心无力。为提高流动家长参与学校教育的积极性,要以促进流动家长“局内人”教育身份认同为基础促进认知嵌入,以创新家校合作机制为手段深化关系嵌入,以文化资本激活和惯习更新为根本协助文化嵌入。The low participation of floating parents in school education is an important obstacle to the formation of a parent-school community cooperative education pattern.From the perspective of embeddedness theory,the main reasons for the low participation of floating parents in school education are as listed follows:the lack of cognitive embeddedness leads to the identity positioning of floating parents as“outsiders”;weakrenrelation shipembedding leads to lack of mutual trust and support between school and home;the lack of cultural embeddedness makes floating parents“powerless”in the“weak position”.In order to improve the enthusiasm of floating parents to participate in school education,cognitive embedding should be promoted based on the promotion of floating parents’“insider”educational identity.To deepen the relationship embedment by means of innovative home-school cooperation mechanism,cultural capital activation and habituation renewal are fundamental to assist cultural embedding.

关 键 词：流动家长 教育参与 家校合作 嵌入性理论 

分 类 号：G459[文化科学—教育学]