| Bourdieu considers that the assignment of the cultural capital is not equal in various social class. It gives rise to the diversity of students growing in that students have different growing environments and socialization because different family has different cultural capital, and cultural capital has feats transmitting generation by generation. Bourdieu considers that school education is a symbolical violence, which conceals the truth of the reproduction of education that seems equal but indeed unequal in the modem society. And it reproduces the culture of special public by operation of the symbol systems of cultural capital to make it difficult for the children from the unprivileged stratum to accumulate culture capital and promote culture competence.So, firstly by investigating family education and school education of rural left-behind children on the spot, the thesis adopts the study method of quantitative analysis and qualitative analysis, applies Bourdieu's theory of cultural capital, and analyses the factors by which family and school influence on cultivating the cultural competence of the left-behind children. The result of investigation indicates that the cultural competence of the rural left-behind children is low at large. In fact, there are main reasons bringing about the result: It is Severe scarce of culture capital that influences on the left-behind children's accumulating cultural capital and enhancing cultural competence; it is absence of parents that stops culture capital being succeeded to lower the cultural competence of left-behind children; and it is the symbolical violence existing in the educational field of the school that has an effect on the children's culturing competence to some extend. With that, the thesis further analyzes some deep-seated causes, thinks that absence of educational equality results in the problem of the left-behind children. At last, some ideas on how to solve these problems from the different aspects are put forward.
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