【摘要】：自上個世紀六十年代,“科爾曼報告”發(fā)表以來,國內外研究者開始廣泛關注家庭因素對學生學習成績的影響。個體的學習成績不僅與學校教學質量和個人努力程度有關,還與家庭因素密切聯系。本研究以布迪厄的文化資本理論為指導,旨在了解家庭文化資本對中學生英語學業(yè)成績的影響。布迪厄把文化資本分為體制化資本、客觀化資本和身體化資本,在這三種形式資本中,客觀化資本和身體化資本被認為是影響學生學業(yè)成績的重要因素。但有關家庭文化資本如何影響學生學業(yè)成績的系統(tǒng)性研究還相對缺乏。本研究試圖用實證研究法將布迪厄提出的三種形式文化資本進行量化來探索廣東省珠海市南水鎮(zhèn)南水中學中學生英語學業(yè)成績與家庭文化資本的相關性,抽取了初三年級普通班中118名學生作為調查研究對象,并分別編制學生問卷和父母問卷進行調查,再以描述性統(tǒng)計、獨立樣本T檢驗、相關分析等方法來探討各種家庭文化資本對中學生英語學業(yè)成績的影響。本研究的主要發(fā)現如下：第一,不同學業(yè)成績水平學生的家庭擁有的文化資本具有顯著差異。從三種形式的文化資本看,高學業(yè)水平組學生的家庭擁有的體制化資本、身體化資本顯著高于低學業(yè)水平組,客觀化資本的擁有量不具有顯著差異。第二,本研究以父母職業(yè)作為控制變量分析文化資本對中學生英語業(yè)成績的影響,發(fā)現文化資本對學生英語學業(yè)成績有顯著性影響,其中身體化資本對學生學業(yè)成績影響最大。第三,三種形式文化資本之間存在顯著的相關性,客觀化資本與身體化資本相關度最高。最后,本研究根據研究發(fā)現分別從社會、學校以及家庭本身三個方面提出可操作的建議,以期社會、學校、家庭來為改善學生家庭文化資本積累而共同努力,進而促進學生在英語學業(yè)上的進步。
[Abstract]:Since the publication of Coleman report in 1960's, researchers at home and abroad have begun to pay more attention to the influence of family factors on students' academic achievement. Individual achievement is not only related to school teaching quality and individual effort, but also closely related to family factors. Guided by Bourdieu's theory of cultural capital, this study aims to understand the influence of family cultural capital on English academic achievement of middle school students. Bourdieu divides cultural capital into institutional capital, objective capital and physical capital. Among these three forms of capital, objective capital and physical capital are regarded as the important factors affecting students' academic achievement. However, the systematic study on how family cultural capital affects students' academic achievement is relatively lacking. This study attempts to quantify the three forms of cultural capital put forward by Bourdieu in order to explore the correlation between English academic achievement and family cultural capital of middle school students in Nanshui Town, Zhuhai City, Guangdong Province. In this paper, 118 students in grade 3 of junior high school were selected as the objects of investigation, and the questionnaire and parents' questionnaire were compiled respectively, and then descriptive statistics and independent sample T test were used. Correlation analysis and other methods to explore the impact of various family cultural capital on the English academic performance of middle school students. The main findings of this study are as follows: first, there are significant differences in family cultural capital among students with different academic achievement levels. From the perspective of three forms of cultural capital, the institutional capital of the students in the high academic level group is significantly higher than that of the low academic level group, and there is no significant difference in the ownership of the objective capital. Secondly, this study analyzes the influence of cultural capital on students' English academic achievement with parental occupation as the controlling variable. It is found that cultural capital has a significant impact on students' English academic achievement, among which physical capital has the greatest influence on students' academic achievement. Third, there is a significant correlation between the three forms of cultural capital, objective capital and physical capital correlation is the highest. Finally, according to the findings of the study, the author puts forward some practical suggestions from three aspects: society, school and family, so that society, school and family can make joint efforts to improve the accumulation of cultural capital of students' family. And then promote the progress of students' English study.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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相關期刊論文 前1條

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本文編號：2276802