职校生的非正式群体文化与职业教育制度的意义建构  

The Vocational School Students' Informal Group Culture and the Meaning-Making of Vocational Education System

作　　者：杨梨[1] 王曦影 Yang Li;Wang Xiying

机构地区：[1]重庆科技学院法政与经贸学院 [2]北京师范大学教育学部教育基本理论研究院

出　　处：《青年研究》2023年第6期12-25,91,共15页Youth Studies

基　　金：国家社会科学基金重大委托项目“新兴青年群体的利益诉求与政治倾向研究——国家治理现代化视角下新兴青年群体的社会整合”(21@ZH025)阶段性研究成果。

摘　　要：随着普职协调发展政策的推进,职业教育制度和职校生备受全社会关注。基于栖居制度主义理论视角,通过对江苏省S职校30位职校生的深度访谈发现,由于差异化的师生互动和同伴关系,职校生分别形成了主动放弃、得过且过和积极突围的非正式群体文化。不同职校生群体分别赋予职业教育制度文凭教育、托底教育和技能教育三种不同的地方意义。为促进职业教育正向发展,职业学校既要优化教育组织活动,又要营造积极的师生关系和健康的同伴群体文化。With the promotion of the policy on coordinated development between general high school education and vocational education, the vocational education system and vocational school students have received great concern from all over the society. Based on the theoretical perspective of inhabited institutionalism, this study selected five vocational schools in Jiangsu province and conducted deep interviews with 30 vocational school students. According to the findings, due to the differentiated interaction between teachers and students and peer relations, the vocational school students have established three kinds of informal group culture respectively, namely actively giving up, muddling along,and passively breaking through. For different vocational school students, they respectively endow vocational education system with three different local meanings, namely diploma education, fundamental education and skill education. In order to promote the positive development of vocational education,vocational schools should optimize educational organization activities;meanwhile, they should also cultivate positive relationship between teachers and students, and healthy peer group culture.

关 键 词：职校生 职业教育 栖居制度主义 非正式群体文化 

分 类 号：G719.2[文化科学—职业技术教育学]