张英慧;周霖;
ZHANG Yinghui;ZHOU Lin;Faculty of Education,Northeast Normal University;

• 1:东北师范大学教育学部

摘要(Abstract)：

基于多学科的视角,当代西方学生文化的研究可以归纳为结构主义路径、文化主义路径和批判主义路径三类。结构主义路径主要研究学校、社会、家庭等作为结构性要素对学生文化的整体影响;文化主义路径则对学生文化进行要素分析,涉及到文化风格的形成及特征表现;批判主义把学生作为研究的重点,关注以学生行为作为主体所建构的文化形态。现有研究经历了一个多视角、多层次的发展演变期,但结构主义研究路径对学生个体主动性分析不足,文化主义路径研究偏重于文化与阶层的关系,批判主义路径研究尚无法提供学校改进的有效策略。因此,我们有必要在借鉴相关研究的基础上,结合中国的社会文化情境加强本土化研究。
Based on a multi-disciplinary perspective,the study of contemporary western student culture can be summarized into three categories:structuralist approach,culturalist approach,and criticalist approach. The structuralist approach mainly studies the overall impact of school,society,and family as structural elements on student culture;the culturalist approach analyzes the elements of student culture,involving the formation and characteristic expression of cultural styles;criticalism takes students as the focus of research and pays attention to the cultural form constructed by students' behavior as the main body.Existing research has gone through a evolution with multi-perspective,multi-level development and evolution period,but the structuralist approach is insufficient to analyze the individual initiative of students. The cultural approach focuses on the relationship between culture and social class,and the critical approach is still unable to provide effective strategy for school improvement. Therefore,it is necessary for us to strengthen localization research in combination with Chinese social and cultural with reference to related research.

关键词(KeyWords)： 学生文化;结构主义;文化主义;批判主义
student culture;structuralism;culturalism;criticalism

Abstract:

Keywords:

基金项目(Foundation): 教育部人文社会科学研究规划基金项目“结构与文化取径的薄弱学校产生及改进机制研究”（项目批准号：18YJA880119）

作者(Author): 张英慧;周霖;
ZHANG Yinghui;ZHOU Lin;Faculty of Education,Northeast Normal University;

Email:

DOI:

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• (1)“符应理论”是指鲍尔斯（Bowles）、金蒂斯（Gintis）所提出的关于“学校—社会”关系的一种理论，主要观点为：在资本主义国家，学校教育的主要功能是再生产社会关系，一方面复制资本主义的结构秩序，另一方面通过复制资本主义社会所需的价值观与意识形态，来维持资本主义的社会制度和关系。教育使得“经济的不平等”与“社会的不平等”之间建立了符应链，学校符应了资本主义结构，复制了阶级的不平等，并合理化当下的不平等。