A Study On The Home-school Cooperation From The Perspective Of Cultural Capital Theory

Family and school are the two most important fields of children's life and learning,which have great influence on children's growth.In reality,there are still many problems and contradictions in home-school cooperation,both parents and schools.It is the requirement of reality and the call of the times to promote the smooth development of cooperation between home and school.The theoretical basis of this study is Bourdieu's concept of cultural capital.Bourdieu's cultural capital was originally used to explain how elite culture spreads from generation to generation.This study is a transplant of Bourdieu's theory of cultural capital.The transfer of cultural capital is a dynamic process.The responsible middle-class parents "invest" their capital to help their children achieve a range of accomplishments.With a variety of capital transfers,parents can confidently interact with teachers and other school staff.They use the social communication ability formed in their work to urge and influence their children's education.The parents of the rural labor class also want to help their children.But they are different from the middle and upper class parents,they can hardly solve the core essential problems of education and think that the study of their children is a matter for teachers.Family and school are considered two separated parts.Therefore,it can be seen that family cultural capital affects home-school cooperation.Some problems in home-school cooperation need to be analyzed from the perspective of cultural capital theory.In this paper,eight schools in X city are investigated by questionnaire and interview,and the present situation of cooperation between home and school is summarized.From the perspective of cultural capital theory,this paper analyzes the main problems existing in the cooperation of monastic schools:first,the roles played by parents in home-school cooperation are not clear,and the levels of participation of parents in home-school cooperation are not various.The degree to which parents have access to school education information is obviously uneven,some parents speak highly of schools and some parents speak poorly of schools,and the distance among parents' involvement in school education is very wide;second,in schools,teachers' information on parents is unevenly announced.Teachers do not have a deep understanding of the students' family background,and the superiority of the role of the school are not obvious.The main reasons are analyzed from two aspects parents and schools:the difference of parents "habit",the difference of parents' possession of cultural capital,the difference of parents' status in school field,the difference of social network related to social stratum,The difference of economic capital corresponding to cultural capital,the difference of cultural capital between teachers and the position of school and teacher in school field.Finally,coping strategies:parents should overcome the negative effects of "habits",strive to improve their own cultural capital,actively participate in educational and teaching activities organized by schools,and strengthen effective social networks.To improve their own economic strength to create better educational conditions for their children,schools should improve the cultural capital of teachers,and renew their own ideas of running a school.