CAJ | 학술논문

借助教育人类学视角，结合田野观察和问卷调查方法，针对北京市农民工随迁子女家庭教育与学校教育互动进行调研发现，在农民工随迁子女家校互动中，存在干预性教育行为、非干预性教育行为和情境性教育三种主要实践模式，在每种模式互动中，都彰显着人们对教育目标的理解、社会资本的局限、自我经历的复制等社会文化因素对教育实践的影响。物质资本和社会资本相对匮乏的农民工随迁子女的家庭教育，需要和其学校教育一起，共同受到社会和政府进一步关注。
차조교육인류학시각，결합전야관찰화문권조사방법，침대북경시농민공수천자녀가정교육여학교교육호동진행조연발현，재농민공수천자녀가교호동중，존재간예성교육행위、비간예성교육행위화정경성교육삼충주요실천모식，재매충모식호동중，도창현착인문대교육목표적리해、사회자본적국한、자아경력적복제등사회문화인소대교육실천적영향。물질자본화사회자본상대궤핍적농민공수천자녀적가정교육，수요화기학교교육일기，공동수도사회화정부진일보관주。
By virtue of educational anthropology, together with the field work and questionnaire survey about the interaction between family education and school education of the migrant children in Beijing, it is found that there are mainly three practical models as the intervention education practice, non-intervention practice and contextual practice in the interaction between family and school in migrant children education. In each type of interaction, there has been the influence of social cultural factors on education practice as the understanding of educational objective, the limitation of social capital and the reproduction of one＇s self experience. With relative poor material and social capital, both the family education and school education of migrant children should be paid more attention to by the government and the public.