Tripartite Linkage: A Study On Chinese Educational Concept And Its Operation

The study of educational processes and social mobility mainly focuses on the ways in which individuals change or not change between social structure and social mobility,mainly in the family class and the survival of cultural capital.Once this path dependence is formed,the current interpretation framework for this topic is basically limited to the one-way linear deduction logic between“cultural capital”and“study achievement ”.The research logic can be roughly summarized as the relationship chain of “ class status ? cultural capital ? school environment?scientific achievement”,and if some links of this chain(especially the two links of“hierarchy status?cultural capital”and“cultural capital?school environment”)is broken,it will restrict the educational stratification effect of cultural capital.Previous studies found that in the process of“cultural capital?school environment”,cultural capital influences academic achievements through two intermediary paths(cognitive ability and non-cognitive habit).But this mode of interpretation is actually supported by a steady-state social structure.This paper believes that the educational model is dynamic since China's modernization.Looking at the educational process and social mobility of Chinese people from a dynamic perspective,we have seen that the education process has been changing from country to district,from schools to students.Taking the 40 years of reform and opening-up as a scope of investigation,we can find that the corresponding system change brought about by college entrance examination methods has become the norm.Therefore,in order to study the educational acquisition and social mobility in the dynamic,it is first necessary to pay attention to,tease out and analyze profoundly the empirical facts about the relationship between educational process and social mobility in daily life,including national policies,relevant data and typical cases.Of course,we also have reason to believe that social stratification and family background are still very important,but at this time they are not as important as the other factors in the process of change.So what is this premise? That is the grand unified model of China's selection of talents through education from tradition to modern society.As this model itself,it can also be stable.However,due to the continuous acceleration of China's modernization process,the educational concept of education equality is gradually advancing,which will inevitably lead to the continuous adjustment of the education policy at the national level,and this urges the schools to cooperate,and in the meantime,each school have already in the market,they also have their own operations,which will lead the students who are preparing for the exam and family education strategy adjustment.To this end,in the framework of this study,I propose a three-way linkage theory hypothesis of “policy-school-family”,in which to examine what kind of social mobility effect will be brought about by the educational process in this linkage.Taking this theoretical hypothesis as a starting point,this paper tends to believe that the process of Chinese education acquisition not only depends on the re-production of the family background,but also closely related to the provisions of the national education system,the adjustment of educational policies,and the schools' response measures.The rationality of this framework must be based on the historical evolution of China,national characteristics,cultural traditions and learning characteristics formed by the examination.Only from this perspective can we reveal the basic ways of China's educational access and social mobility more realistically.Through the study of the three-way linkage,this paper believes that(1)the national education policy will design and formulate the student training mode and talents selection system,and(2)as specific implementing agencies,the public schools at each levels will accept the national policy defectively.At the meantime,it is necessary for them to win the reputation of quality schools in the society,and(3)parents and individuals make all the adaptations and changes for the purpose of entering a higher school in the process of taking the initiative,and finally,due to various social contradictions,they are handed over to the government,and this affects the country to make further improvement for the next step of the education concept.On one hand,such a cyclical relationship is a way of approaching education fairness that both the state and society hope to seek.On the other hand,the society,the market,and especially the family and their students preparing for the exams,use the game method to find a way to maximize their own interests.Therefore,we can theoretically think that 1.The government's regional control ability will reduce the role that cultural capital may play in various regions of China.2.The examination-oriented education will once again reduce the advantages of economically and culturally developed regions,including the cities with intensive colleges and universities.They are not necessarily more dominant than ordinary small and medium-sized cities.What's more,under the existing college entrance examination system,municipalities and provincial capitals with strong cultural capital still need certain protective measures to make sure that they can enjoy the quotas of entering excellent universities.3.The reason that both Chinese parents and children understand is that it is unrealistic to let the policy adjustment and school regulations to achieve personal education promotion.The maximization method is to establish a higher school entrance model that uses school education,school teacher instruction,and school assignment as the center.The explanatory power of family culture capital is relatively limited to a small scope,such as the comparison in the same school,as well as in the same class.Therefore,the answer we get is that the inequalities and various chaos that occur in China's educational access and social mobility come from the game between changes in education policy and the response of schools and families in the unified national and social framework.Its structural constraints are much more complicated than that between the family and the school,but its macro-control ability is not dependent on the regulation of the society itself,but on the country's decision-making.