美育浸润赋能乡村困难学生素养增值的实践路径研究——基于雷州市英利镇的田野调查

Research on the Practical Pathway for Cultivating the Quality of Rural Disadvantaged Students through the Infiltration of Aesthetic Education—Based on the Field Investigation in Yingli Town, Leizhou

摘要: 发展型资助的核心要义在于实现受助学生综合素养的“增值”。本研究以广东省雷州市英利镇为田野调查点，运用问卷调查、深度访谈与成长手册追踪等方法，系统考察乡村困难学生美育发展的结构性困境与实践成效。研究发现，家长认知浅层化、资源供给“三重短缺”与活动设计单一化构成主要制约因素；以非遗文化体验为载体的美育浸润活动在情绪调节(90.33%家长认可)、审美提升(70.97%)、社交突破(64.52%)与文化认同培育(61.67%学生自评增强)等维度效果显著。在此基础上，本文从文化资本理论的视角揭示了美育浸润作为“具体化文化资本”补偿机制的内在逻辑，并提出构建“课程优化–资源联动–主体参与”三维支持系统，推动美育浸润与发展型资助的深度融合，为乡村学生职业核心素养奠基提供可复制的实践范式。

Abstract: The core essence of development-oriented funding lies in achieving the “improvement” of the comprehensive quality of the recipients. This study selected Yingli Town, Leizhou, Guangdong Province as the field research site. Using methods such as questionnaire surveys, in-depth interviews, and growth record book tracking, it systematically examined the structural difficulties and practical effects of the development of aesthetic education for rural disadvantaged students. The study found that shallow parental cognition, “threefold shortage” of resource supply, and single activity design constituted the main constraints. The aesthetic education immersion activities based on intangible cultural heritage experience had significant effects in dimensions such as emotional regulation (90.33% of parents recognized), aesthetic improvement (70.97%), social breakthrough (64.52%), and cultural identity cultivation (61.67% of students self-assessed enhancement). On this basis, this paper reveals the internal logic of aesthetic education immersion as a “specificization of cultural capital” compensation mechanism from the perspective of cultural capital theory, and proposes to build a three-dimensional support system of “curriculum optimization - resource linkage - subject participation” to promote the deep integration of aesthetic education immersion and development-oriented funding, providing a reproducible practical model for laying a foundation for the core literacy of rural students.