摘要
乡村振兴战略背景下如何提高乡村教育质量,需要不断正视乡村学校所面临的空间挑战。本研究从空间社会学角度切入,采用“作为观察者的参与者”研究身份,以主次与方位的观察程序对乡村小规模个案学校进行时长六个月的田野考察。基于空间三维理论框架,本研究发现在“空间的实践”中,教育城镇化浪潮下乡村小规模学校逐步呈现空间阻隔、管控严格和校舍闲置的物理性空间特征。在“空间的表征”中,叠加形态下教室空间内教师依旧执着秉持聚合性惯习,校园空间中出现偶发性空间优势使用策略,乡村空间里存在着消极认识观念的符号性空间特征;在“表征的空间”之中,乡村小规模学校教师在自我、师生与同伴的教育关系中交织呈现消极、纵容和竞争虚设的空间发展态势。要实现乡村小规模学校的治理优化,需要将空间资源作为治理的突破点,不断革新教师传统空间认知观念,充分重视空间资源与空间创造,并最终构筑乡村小规模学校良性共生关系。
To improve the quality of rural education following the Rural Revitalization Strategy, attention paid to the spatial challenges those rural schools face should not be ceased.From the standpoint of spatial sociology, the researcher, using procedural, conducted a six-month field study on a small-scale rural school as a “participant-as-observer”.Based on the Space Theory framework, it was found that in terms of “spatial practice”,the small-scale rural school featured an enclosed space, strict control and unused schoolhouses.As to “representations of space”,the teachers tended to adhere to the cohesive propensity in the superimposed space of the classroom.Sporadic spatial advantages were capitalized in the space of the campus and symbolic spatial characteristics of negative conception was revealed in the rural space.When it came to “representational spaces”,teachers in small-scale rural schools presented interwoven trends of negative, connivance and virtual competition in their educational relationship with students, colleagues, and themselves.For the optimal governance of small-scale rural schools, entry points are utilizing space resources which is a starting point to make breakthroughs in governance, encouraging teachers to renovate traditional understandings of space and attaching importance to space resources and space creation towards building co-existing relationships.Those factors mentioned above would benefit the small-scale rural schools.
作者
毛清芸
MAO Qing-yun(School of Education,Beijing Sport University,Beijing 100084,China)
出处
《苏州大学学报（教育科学版）》
CSSCI
北大核心
2023年第1期57-66,共10页
Journal of Soochow University(Educational Science Edition)
基金
北京市教育科学“十四五”规划2022年度青年专项课题“推进义务教育高质量发展的北京市中小学教师轮岗交流机制研究”(项目编号:BFCA22141)的阶段性研究成果。
