教科书内容的城市偏向分析：从文化资本理论的视角

发布时间：2018-01-08 11:24

本文关键词：教科书内容的城市偏向分析：从文化资本理论的视角　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：作为课程实物载体的"教科书",无论是在内容的选择、组合还是呈现方式上,都具有深层次教育公平的意义。在经济城市化的历程中,我国教育也渐呈"城市化"的趋向,教科书(教学内容)亦趋之,由城市化造成的隐性不公日益突现,逐渐引起重视。本研究试图从布迪厄"文化资本"理论的视角探讨教科书内容在城乡元素上的不平等分配及其所带来的影响,并表明构建城乡平等的教科书文化体系的必要性。论文主要采用了内容分析法,并辅以访谈法作为补充。以现行人民教育出版社九年义务教育语文教科书(1-18册)为研究对象。本研究在文献研究的基础上,试图构建从文化资本理论的视角分析教科书内容的整体框架。运用内容分析法,作教科书内容(文化资本)在城乡元素上的不平等分配分析,选取"频度分析(量的分析)"和"内容分析(质的分析)"作为教科书内容分析(即文化资本分配)的两个维度,分别从"插图、选文、练习"三个分析类目对其作文化偏向的梳理和分析。接着,在访谈的基础上深入分析文化资本分配不平等的影响,即文化资本的再生产分析。通过研究,得出如下结论:教科书作为一种物化文化资本,其在城乡元素的频度上表现为表面的"公平"分布;内容上表现为明显的城市文化偏向;加上城乡学生在文化资本三种形态上的差距,结果造成了乡村学生与教科书文化的异质性,不利于乡村孩子的学业成功,实现了文化资本的再生产,存在着隐性的不公平现象。基于对教科书内容在城乡元素上的分析及对其审视分析,本研究分别从教科书编写层面、教科书使用者层面、政策导向层面、乡村家庭层面提出了一系列建议,即:关注教科书显性文本中的隐性含义;注重对教科书的二度开发与利用;促进城乡教育资源的公平分配;加强乡村弱势群体家庭文化资本的积累。以期为教科书的城乡公平发展提供可能的思路和途径。
[Abstract]:As the physical carrier of curriculum, "textbook", whether in the choice of content, combination or presentation, has the significance of deep level education equity, in the course of economic urbanization. China's education is also gradually showing the trend of "urbanization", textbooks (teaching content) also tend to, by urbanization caused by the recessive injustice is increasingly apparent. From the perspective of Bourdieu's theory of "cultural capital", this study attempts to explore the unequal distribution of textbook content in urban and rural elements and its impact. It also shows the necessity of constructing a textbook culture system of urban and rural equality. The paper mainly adopts the content analysis method. This study is based on the literature research. It is supplemented by interview method and takes 1-18 textbooks of nine-year compulsory education in the present people's Education Publishing House as the research object. This paper attempts to construct the overall framework of the textbook content from the perspective of cultural capital theory and use the content analysis method to analyze the unequal distribution of textbook content (cultural capital) in urban and rural elements. Choosing "frequency analysis (quantitative analysis)" and "content analysis (qualitative analysis)" as the two dimensions of textbook content analysis (that is, cultural capital distribution), respectively from "illustrations", selected articles. Then, on the basis of interviews, the author deeply analyzes the influence of the unequal distribution of cultural capital, that is, the reproduction analysis of cultural capital. The conclusions are as follows: as a kind of materialized cultural capital, textbooks' frequency of urban and rural elements is shown as "fair" distribution on the surface; The content shows obvious urban cultural bias; In addition, the gap between urban and rural students in the three forms of cultural capital, the result of rural students and textbook culture heterogeneity, is not conducive to the success of rural children in school, to achieve the reproduction of cultural capital. There is an implicit unfair phenomenon. Based on the analysis of the content of textbooks on urban and rural elements and its analysis, this study from the textbook compilation level, textbook user level, policy direction level. At the rural family level, a series of suggestions are put forward, that is, paying attention to the implicit meaning in the explicit text of textbooks; Pay attention to the second development and utilization of textbooks; To promote the equitable distribution of urban and rural educational resources; To strengthen the accumulation of family cultural capital of rural disadvantaged groups in order to provide possible ideas and approaches for the equitable development of textbooks in urban and rural areas.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G634.3

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