公共与亲密:班级评价中学生地位分化的关系逻辑——一项个案研究  

Public and Intimate:Relational Logic of Student Status Differentiation in Class Evaluation——A Case Study of Class G,Grade Six,F Primary School in N City

作　　者：黄海瑛 杨跃[1] HUANG Haiying;YANG Yue(School of Education Science,Nanjing Normal University,Nanjing,Jiangsu,210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《江苏第二师范学院学报》2023年第3期29-38,124,共11页Journal of Jiangsu Second Normal University

摘　　要：采用扎根理论以N市F小学六年级G班为个案,分析班级评价中学生的地位分化及其运作机制。据此提出一项关系模型,抽象出四类理想类型并分析其地位分化的运动轨迹。依循关系主义方法论,研究发现班级评价实践是一个由公共关系和亲密关系所建构的二重关系空间。在公共关系的显在驱动和亲密关系的潜在调节下,学生群体占有地位资本的过程和结果表现出显著差异,处于优势地位的“学霸生”和“班干部”能够主动参与评价实践,持续积累巩固或提升地位的资本。处于弱势地位的“守己者”和“叛逆者”被迫卷入地位竞争的“游戏场”,却始终受到二重关系的“裹挟”而难得自主,分别展现出拮据维持和消极抛弃地位资本的姿态。the four ideal types and analyze the movement trajectory of their status differentiation.According to relational methodology,the study found that class evaluation practice was a dual relational space constructed by public and intimate relationships.The process and outcome of students’status capital possession were significantly different under the explicit drive of public relationships and the potential regulation of intimate relationships.Specifically,the“straight A students”and“class cadres”in advantage position could actively participate in evaluation practices and continuously accumulate the capital to consolidate or enhance their status,while the“rule-following students”and“rebels”in weak position were forced to get involved in the“playground”of status competition,who were always“coerced”by the dual relationship with little independence,respectively showing postures of shaky persistence and passive abandonment of status capital.

关 键 词：班级评价 关系主义方法论 公共关系 亲密关系 学生地位分化 

分 类 号：G635.1[文化科学—教育学]