知识储备研究的生成逻辑与教育革新  

Funds of Knowledge Research:Generative Logic and Educational Innovation

作　　者：刘录护[1] LIU Luhu(School of Education,South China Normal University,Guangzhou,Guangdong 510631,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：《现代教育论丛》2024年第6期17-29,共13页Modern Education Review

基　　金：2022年度国家社会基金一般项目“科层制引发的家校冲突与应对机制研究”(22BSH056)。

摘　　要：知识储备概念源于教育人类学对移民工人阶级子女的家庭教育研究,其认为工人阶级与弱势群体具有适应环境的文化力量,学校教育只有尊重并有效利用学生的知识储备,才能有效改善他们的学习成就。知识储备以维果茨基的社会文化历史理论和教育人类学研究为基础,具有特定的理论目标与内在特征。与文化资本、文化缺陷模型贬斥底层群体文化的逻辑相反,“知识储备”肯定弱势群体的文化力量,并因这种颠覆性的逻辑认识而对教育平等的研究和实践产生革新性的影响,从而在西方国家的课程、教学、教师专业发展与家校合作等诸多领域不断扩展。目前,我国尚缺乏对于这一概念的关注,系统梳理知识储备概念的研究脉络,对于推动本土的教育平等、教学革新以及家校合作等方面具有重要价值。The concept of Funds of Knowledge(FOK)is derived from the family education study of immigrant working-class children in the field of educational anthropology,which contends that working class and the underprivileged have the cultural power to adapt to the environment,and school education should be connected with this to effectively improve learning achievement of students.FOK integrated sociocultural historical theory and anthropological researches by Vygotsky has specific theoretical goals and inherent characteristics.Contrary to the logic of cultural defect model denouncing the culture of the underlying group,FOK advocates affirming the cultural power of disadvantaged groups.This subversive understanding has innovated the researches and practice of education equality,and has continuously expanded in manyfields such as curricula,teaching,teacher professional development and family-school cooperation in western countries.However,China currently lacks attention to conception of FOK,combing the research context of the FOK systematically is of great value for promoting local education equality,innovating teaching and boosting family-school cooperation.

关 键 词：知识储备 文化资本 阶级分析 民族分析 教育平等 

分 类 号：G456[文化科学—教育学]