我国教育学界的文化资本研究在布迪厄理论的基础上，结合中国教育情境，验证文化资本功能，讲述群体差异，寻求理论扩展。考察布迪厄的研究脉络发现，他关注日常文化、大众文化以及文化的流动性，对文化的理解并非仅限于高雅的精英文化、庞杂的文化档案，而是一种对整体的日常生活的抽象凝视，是一种人类学意义上的“大文化”概念。国内已有研究对文化资本进行操作化测量，倾听不同群体的文化资本表达，对文化资本的理论适用范围扩展创新，但缺乏对研究对象日常生活文化的整体性理解，同时也抽离了大众文化。从文化资本的“文化”意涵来看，我们仍需在文化的绝对值测量和物质文化实体描述之外，探索真正触及到中国文化精神内核层面的文化资本机制。

The study of cultural capital in China’s education sector has a long history. Based on Bourdieu’s theories, which have been adapted to the Chinese educational context, a great deal of research has been conducted to expand the mediating role, group differences, and conceptual discernment of cultural capital through quantitative, qualitative, and discursive research methodologies. An examination of Bourdieu’s research lineage reveals that his understanding and use of culture is reflected in the process of early fieldwork, mid-term theoretical construction and late practical reflection. This understanding is not limited to the study of elegant cultural behaviours and complex cultural archives, but also encompasses a kind of gaze on the overall daily life. From the point of view of the “cultural” connotation of cultural capital, we still need to explore the mechanism of cultural capital that truly touches the spiritual core of Chinese culture beyond the absolute measurement of culture and the description of material cultural entities.