如何认识与刻画教育不平等：伯恩斯坦编码理论的视角

doi:10.16382/j.cnki.1000-5560.2023.04.008

摘要/Abstract

摘要：

文化再生产现象凸显了不平等的教育结果这一事实，伯恩斯坦就此现象提出令人信服的编码理论，但因其理论涉及许多艰涩词语，阻碍了自身的推广。本文阐述分类、架构、认识法则、实践法则与编码取向之间的交错关系，同时，通过一些具体事例解释认识法则与实践法则的意义及其在教育研究中的运用。上述交错关系的筛选法则是存在于编码取向、分类与架构之间的内部逻辑，学术性课程与学术性教学讯息偏好理论性的逻辑活动，这种内部逻辑刚好契合精致性编码，所以高社经学生处于有利的学习位置。由于限制性编码的内部逻辑无法产生这种契合，低社经学生难以获得好的学习表现，因此这种内部逻辑法则可成为改善不平等教育结果的路径。

关键词: 分类, 架构, 编码取向, 认识法则, 实践法则, 内部逻辑

Abstract:

The phenomenon of cultural reproduction has foregrounded inequity in educational results as a social fact. Although Basil Bernstein argues that this phenomenon is rooted in students’ coding orientations that regulate the practice of rules of recognition and realization, the influence of code theory has been gradually declining mainly due to its numerous jargons. Considering this constraint, this article sets out to illustrate the interplay of rules of recognition, rules of realization, classification, framing and coding orientation in simple descriptions in order to stimulate further empirical studies. We further argue that this interplay is geared by rules of inner logic embedded within coding orientation, classification and framing. As this inner logic is systematically correspondent with the inner logic of an elaborated code, this situation situates high SES students in a privileged position in learning. Unfortunately, a restricted code doesn’t have this connection, so that it is difficult for low SES students to generate excellent performance. The principle of inner logic provides us with a gateway for improving inequity in educational results.

Key words: classification, framing, coding orientation, rules of recognition, rules of realization, inner logic

马兴, 姜添辉. 如何认识与刻画教育不平等：伯恩斯坦编码理论的视角[J]. 华东师范大学学报(教育科学版), 2023, 41(4): 93-110.

Xing Ma, Tienhui Chiang. How to Understand and Depict Educational Inequality from the Perspective of Basil Bernstein’s Code Theory[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 93-110.

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