社会学视角下高校体美劳教育困境、归因与对策

Dilemmas, Attributions and Countermeasures of Physical, Aesthetic and Labor Education in Colleges and Universities from the Perspective of Sociology

摘要: 在“五育”协同发展与教育现代化战略目标的背景下，体美劳教育作为道德教育与人格塑造的关键环节亟待深究。基于布迪厄的文化资本理论与潘光旦的位育思想，运用质性研究方法，对多地区、多学科的15名在校大学生进行半结构化深度访谈。研究发现，高校体美劳教育存在三重异化：体育主体性缺失与资源马太效应、美育专业区隔与体验断裂、劳育认知行动脱节。其根源在于制度路径依赖、资源失衡、功利主义挤压与文化资本代际传递。研究以“位育”思想为引领，从制度、资源、文化、个体四维系统重构，推动体美劳教育从边缘走向核心，为“五育”协同发展向融合转型提供理论与实践支撑。

Abstract: Under the strategic background of “five-education” and educational modernization, physical, aesthetic, and labor education (PALE) as key links in moral education and personality cultivation urgently require in-depth investigation. Drawing on Bourdieu’s cultural capital theory and Pan Guangdan’s “Weiyu” (adaptive placement) thought, this qualitative study conducted semi-structured in-depth interviews with 15 university students from multiple disciplines and regions. The research identifies three types of alienation in PALE: students’ passive coping in physical education coupled with resource Matthew effect; professional segregation and experiential fragmentation in aesthetic education; and the disconnect between cognition and action in labor education. The root causes include institutional path dependency, resource imbalance, utilitarian cultural pressures, and intergenerational transmission of cultural capital. Guided by the “Weiyu” concept, the study proposes a four-dimensional systemic reconstruction—institution, resource, culture, and individual—to move PALE from the periphery to the core, providing theoretical and practical support for the transition from “five-education” coordination to integration.