从“嵌入”到“悬浮”：国家与社会视角下我国乡村教育变迁研究

From “Embeddedness” to “Suspension”： Changes in China' Rural Education from National and Social Perspective

乡村教育在我国教育现代化的百年历程中，大致经历了从“文字不下乡”到“文字下乡”再到“文字上移”三个阶段。依据韦伯“理想类型”的概念工具以及国家与社会分析框架，本文提出我国乡村教育总体上经历了从“嵌入”到“悬浮”的历史变迁。根据乡村教育与乡土社会的关系，将乡村教育“嵌入”分为清末民初前的“内生型嵌入”与清末民初至２０世纪９０年代的“行政型嵌入”两种类型。与此相应，乡村教育的“悬浮”则代表了２０世纪９０年代以来乡村教育变迁的总体趋势。根据不同地区乡村教育“悬浮”的不同生成机制与影响因素，乡村教育的“悬浮”趋势可以分为政府外力驱动下引起的“外驱型悬浮”与乡土社会从“乡土中国”向“离土中国”变迁而引发的“内驱型悬浮”两种类型。

The development of rural education in China in the past hundred years of educational modernization has gone through roughly three stages： “no literacy in the countryside，” “literacy in the countryside，” and “literacy away from the countryside. ” Rural education in China has experienced historical changes from “embeddedness” to “suspension”，according to Weber’s conceptual tool of “ideal type” and national and social framework of analysis. There have been two types of “embeddedness”， depending on the relationship between rural education and rural society： the “endogenous embeddedness” toward the end of the Qing Dynasty and the “administrative embeddedness” from the early Republic of China to the mid-and lat^l990s. In contrast，the “suspension” of rural education reflects the trend of rural education since the 1990s. The “suspension” of rural education can be classified into two types based on different formation mechanisms and influence factors in different rural areas： “externally-driven suspension” caused by government forces and “internally-driven suspension” caused by shift from “rural society” to “departure from rural society”.