摘要
家校互动对青少年的学习与成长具有积极作用,但打通家校间的壁垒,也使学生的家庭禀赋得到更直观的展现,进而作用于教师行为,开启学校场域中优势地位再生产的可能性。本文基于对“中国教育追踪调查”数据的分析发现,家校互动有助于提升教师对学生的积极行为,但这一关系会因学生家庭所处的结构性位置而有所不同:相较于社会经济禀赋和文化禀赋较低的家庭,社会经济禀赋和文化禀赋较高的家庭参与家校互动后,其子女会获得更多来自教师的积极行为,也更有利于其子女后续的教育获得。其中,由学生家庭禀赋造成的家校互动对教师积极行为影响的差异集中体现在城市地区、中东部地区和高学历教师参与的家校互动上。在教育数字化趋势不断加深的背景下,需要格外关注家校互动所产生的代际再生产后果。
Home-school interaction positively influences adolescents'learning and development.However,breaking down barriers between home and school also makes students'family endowments more apparent to teachers,which in turn shapes teacher behavior and enables the reproduction of social advantage within the school setting.Using data from the China Education Panel Survey,this study shows that home-school interaction fosters more positive teacher behaviors toward students.However,this effect varies by family structural position:families with higher socioeconomic and cultural endowments gain greater benefits from home-school interaction,eliciting more favorable teacher behaviors and further enhancing students'later educational attainment.Heterogeneity analysis shows these disparities are especially pronounced in urban settings,in central and eastern regions,and in interactions involving highly qualified teachers.Against the backdrop of deepening digitalization in education,special attention should be given to the intergenerational reproduction effects of home-school interaction.
作者
何晓斌
史海钧
赵青矣
He Xiaobin;Shi Haijun;Zhao Qingyi
出处
《社会发展研究》
北大核心
2025年第2期167-188,M0006,共23页
Journal of Social Development
