互动仪式链理论视角下留守儿童家校共育:机制、困境与路向  

Home-School Co-Education for Left-Behind Children from the Perspective of Interactive Ritual Chain Theory:Mechanism,Challenges,and Pathways

作　　者：李佳[1] 葛新斌[1] LI Jia;GE Xinbin(School of Education Science,South China Normal University,Guangzhou,Guangdong,510631,P.R.China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《广东第二师范学院学报》2024年第3期66-76,共11页Journal of Guangdong University of Education

基　　金：2020年国家哲学社会科学基金一般项目“‘组团式’教育援藏政策运行机制与成效评价研究”(20BMZ068)。

摘　　要：家校共育是我国教育公平优质发展的要求,是留守儿童身心健康发展、学业水平提升的重要保障。互动仪式作为微观社会学概念,提供了一个整体把握家校共育的认识框架和一个自下而上审思家校共育实践的整合型分析视角。基于互动仪式链理论,当前农村留守儿童家校共育所面临的困境主要包括:留守儿童父母“身体缺场”,家校“脱域”互动;参与主体异质,家校关注焦点离散;家校互动地位能力势差,情感能量积蓄失衡;家校共育主体身份认同危机,一致行动受阻。农村留守儿童家校共育的未来路向应从拓展家校沟通平台,形成双向共时教育信息互动模式;达成教育价值共识,提升家校共育的稳定性;相互尊重平衡地位势差,激发参与主体的情感能量;推进家校互动制度化建设,保障家校共育主体身份认同等方面寻求突破,以提高家校共育的科学性,进而提升家校共育实效。Home-school co-education is a requirement for the fair and high-quality development of education in China,and an important guarantee for the healthy physical and mental development and academic improvement of left-behind children.As a micro-sociological concept,interactive rituals provide a comprehensive framework for understanding home-school co-education and an integrative analytical perspective for examining home-school co-education practices from the bottom up.Based on the theory of interactive ritual chain,the current challenges facing home-school co-education for rural left-behind children mainly include:The parents of left-behind children are“absent from the physical field”,and the home-school interaction is“delocalized”;The participants were heterogeneous,and the focus of home-school attention was discrete;The ability of home-school interaction is poor,and the accumulation of emotional energy is unbalanced;The identity of the main body of home-school co-education is in crisis,and concerted action is blocked.The future pathways for improving home-school co-education for rural left-behind children should involve expanding communication platform to form a two-way synchronic education information interaction model;reaching a consensus on the educational value to enhance the stability of home-school co-education;fostering mutual respect to balance the status disparitiesand stimulate the emotional energy of the participants;and promoting the institutionalization of home-school interactions to ensure the identity recognition of home-school co-education participants.These strategies aim to enhance the scientific nature of home-school co-education and improve its effectiveness.

关 键 词：家校共育 留守儿童 家校互动 互动仪式链理论 

分 类 号：G631[文化科学—教育学]