A Study On The Impact Of Cultural Capital On Rural Children’s Cultural Competence ——Based On An Empirical Investigation In Hancheng,Shaanxi Province

Rural cultural revitalization,as the goal and requirement of rural revitalization strategy,determines the direction of rural revitalization and is an important way to continue the excellent context.But at the same time,the outflow of rural labor caused the lack of rural cultural heritage subject,rural culture gradually marginalized.In this context,exploring the cultural competence of rural children has important theoretical and practical significance for the construction of rural children’s self-spiritual home,the promotion of rural cultural heritage and the promotion of rural cultural revitalization.As educational communities,families,schools and communities occupy the whole life of rural children in different forms of time and space,which has an important impact on the formation and development of rural children’s cultural competence Therefore,under the guidance of the theory of coordinated education and overlapping influence domain theory,this study takes cultural capital as the breakthrough point,on the basis of extensive collection of relevant literature at home and abroad,through questionnaire survey and interview on rural children’s cultural competence to conduct empirical investigation,from which to understand the current situation of rural children’s cultural competence,and explore the influence of cultural capital on rural children’s cultural competence,and then put forward relevant countermeasures and suggestions to promote the improvement of rural children’s cultural competence according to the research results.The main content of this paper includes the following four parts.Firstly,on the basis of elaborating the background,purpose and significance of the study,the paper sorts out the literature related to cultural capital and cultural competence,and clarifies the research ideas.Secondly,based on the theory of cultural capital,collaborative education theory and overlapping influence domain theory,according to the different fields of rural children,the cultural capital is divided into three types : family cultural capital,school cultural capital and community cultural capital.Cultural competence is deconstructed into four dimensions :cultural knowledge,cultural attitude,cultural skills and cultural awareness.The measurement system of cultural capital and cultural competence of rural children is constructed through reliability competence and validity analysis.Again,through the questionnaire survey results of 532 rural children in 4 towns of Hancheng City,descriptive statistics,difference analysis,regression analysis and path analysis.The study found that :（1）The overall level of cultural competence of rural children in Hancheng is high;（2）There are significant differences in the cultural competence of rural children in terms of grade and boarding mode;（3）The three types of cultural capital owned by rural children have a significant positive impact on cultural competence.Community cultural capital has the greatest impact on rural children’s cultural competence,followed by school cultural capital,and family cultural capital has the least impact on rural children’s cultural competence.（4）The three types of cultural capital in the home school community affect the cultural competence of rural children directly and indirectly.Finally,from the family level,school level and community level,it puts forward the path to promote the cultural competence of rural children.Specifically,the family level to change the concept of education,attention to the value of local culture;create a good cultural atmosphere,pay attention to parents’ teaching;strengthen the accumulation of institutional cultural capital,and strive to enhance cultural accomplishment.At the school level,we should clarify the goal of cultural education in rural schools and integrate cultural competence into the evaluation system;strengthen the construction of school culture,make up for the uneven cultural capital of rural children;carry out rich cultural practice activities to improve children ’ s cultural knowledge and skills.At the community level,it is necessary to fully tap the cultural resources of the community,realize the sharing of cultural resources between family and school communities,and strengthen the guidance of family culture and education to guide the effective transmission of family cultural capital.