课程干预与不平等社会结构的扭转：皖东村校的尝试
Course Intervention and the Reverse of Inequality Social Structure: The Practice Based on a Village School in East Anhui

本文试图以批判教育社会学中扭转不平等社会结构的理论框架为指导，发展出一种针对当前中国留守儿童的可行性课程干预实践模式。呼应文化再生产的理论，考察留守儿童的学习过程发现，其学业表现失败一方面是压制性体制下资源缺乏的结果，另一方面也和课堂学习对于底层文化和经验的忽视有关。基于文化的生产性与创造性原则，尊重底层学生的文化和经验、将课堂外的社会情境导入课堂，有可能打造出转折的图景。这一做法，首先可以通过再情境化学生的文化经验激活学生的批判意识和批判思考能力，其次可以突显留守儿童在社会和文化情境中的相对优势，进而促进其学习认同与学业成就。针对安徽新镇留守村校的以研究性学习方式呈现的课程干预试验为我们提供了引入课堂外情境的可能做法和具体效应。结合弗雷勒“提问式”教育的方法，我们探讨了“扩展的文化再生产干预路径”所具有的扭转社会结构的意义。
Based on the theory of criticism education, this article attempts to develop a feasibility guide to intervention the situation of the left-behind children through the course. Responding to the culture reproduction theory, the study of left-be- hind children reveal that their failure academic performance is the result of the lack of resources under the repressive system on the one hand , and on the other hand the result of the neglect of the underlying culture and experience inside classroom learning. Based on the productive and creative principle of the culture, respecting the students‘ underlying culture and ex- perience , and bringing the social situations from outside to inside the classroom, could bring us the possibility of change. This approach, firstly through recontextualized student's cultural experience, could activate the students' critical awareness and critical thinking skills, and secondly could highlight the comparative advantage of left-behind children in the social and cultural situation, and promote there learning motivation and academic achievement. Based on the practice of a village school in East Anhui, authors discussed the feasible approach and the role of bringing the community knowledge into the classroom. Combined with Paulo Freire’ s “ problem- posing education冶 method, authors also discussed the quality and characteristics of the “Anti-Cultural reproduction intervention paths冶 in the reversing of the inequality social structure.