流动儿童家庭教育的家校协同困境及其治理路径——以北京皮村为例

The Dilemma of Home-School Collaboration in Migrant Children’s Family Education and Its Governance Pathways—A Case Study of Picun Village in Beijing

摘要: 随着我国城市化进程不断推进，流动人口规模持续扩大，流动儿童家庭教育问题逐渐成为社会关注的重要议题。本文以北京市朝阳区皮村为研究田野，采用半结构化访谈方法，对流动儿童家庭教育的现实状况及其在家校协同中的具体表现进行质性分析。研究发现，流动儿童家长普遍对子女寄予较高的教育期望，但受制于工作时间长、文化水平有限以及居住稳定性不足等多重客观条件，家庭教育参与程度有限，呈现出“高期望”与“低投入”并存的现实困境。借助布迪厄的“场域–资本–惯习”理论框架，本文进一步揭示该困境的结构性根源：流动家庭在教育场域中处于文化资本与社会资本的劣势地位，其家庭教育惯习与学校主流文化存在张力，共同导致了家校协同的障碍。研究还发现，不同类型家庭在教育参与上存在明显差异，个体经营户相对稳定，而零工家庭则更易陷入沟通断裂。基于研究发现，文章从家庭、学校与社区三个层面提出优化家校协同机制的实践路径，并探讨数字技术与人工智能工具在支持家庭教育和促进家校沟通中的潜在作用，以期为提升流动儿童家庭教育质量与完善家校社协同育人机制提供实践参考。

Abstract: With the continuous advancement of urbanization in China, the scale of the floating population continues to expand, and the issue of family education for migrant children has gradually become an important social concern. Taking Picun Village in Chaoyang District, Beijing, as the research field, this study employs semi-structured interviews to conduct a qualitative analysis of the current situation of family education for migrant children and its specific manifestations in home-school collaboration. The research finds that migrant children’s parents generally hold high educational expectations for their children. However, constrained by multiple objective conditions such as long working hours, limited educational levels, and unstable living conditions, their participation in family education is limited, presenting a realistic dilemma characterized by the coexistence of “high expectations” and “low involvement.” Drawing on Bourdieu’s theoretical framework of “field-capital-habitus,” this paper further reveals the structural roots of this dilemma: migrant families are disadvantaged in cultural and social capital within the educational field, and the tension between their family educational habits and the mainstream school culture collectively hinders effective home-school collaboration. The study also finds significant heterogeneity among different types of families, with self-employed households showing relatively stable engagement while gig-economy families are more prone to communication breakdowns. Based on the research findings, this paper proposes practical pathways to optimize the home-school collaboration mechanism from the three levels of family, school, and community. It also explores the potential role of digital technology and artificial intelligence tools in supporting family education and promoting home-school communication, aiming to provide practical references for improving the quality of family education for migrant children and perfecting the family-school-community collaborative education mechanism.