当代教育与文化

基于县中振兴的政策背景与立德树人的时代要求，探究县中乡村学生性格优点在自我认同中“隐匿”的现象及机制。采用混合研究范式，对1025名学生进行问卷调查，深度访谈8名学生、6名教师及2名家长。研究发现，学生在情感与超越维度具备显著优点，但其乡土孕育的“具身性文化资本”未能转化为自我认同。究其原因，关键在于“文化资本转换”与“社会承认获得”的双重失败：乡土性优点在学业主导的学校场域中面临“翻译失败”，同时遭遇情感承认功利化、权利承认规训化与价值承认缺失的三重断裂，导致优点无法在主体间获得确认。因此，学校德育应实现从“规训”到“唤醒”的范式转型，构建以“承认”为核心的育人生态，通过课程、制度与文化协同赋能，激活学生优点资本，切实落实立德树人根本任务。

This study investigates the phenomenon and mechanism behind the “invisibility” of character strengths in rural students at county high schools within the context of policies aimed at revitalizing such schools and the contemporary imperative of fostering virtue through education.Employing a mixedmethods approach,the research included a questionnaire survey of 1,025 students,alongside in-depth interviews with 8 students,6 teachers,and 2 parents.The findings reveal that while students exhibit notable strengths in the emotional and transcendence dimensions,their “embodied cultural capital,”nurtured in rural settings,fails to translate into self-identity.The core reasons lie in the dual failure of“cultural capital conversion” and “social recognition attainment”:rural-rooted strengths face “translation failure” within the academically dominated school field,while simultaneously encountering a triple fracture in social recognition-characterized by instrumentalized emotional recognition,disciplined rights recognition,and absent value recognition.Consequently,these strengths cannot be validated intersubjectively.The study argues that moral education in schools should shift from a “disciplinary”paradigm toward an “awakening” one,constructing a recognition-centered educational ecosystem.This can be achieved through the synergistic empowerment of curriculum,institutions,and culture to activate students' strengths as capital,thereby genuinely implementing the fundamental task of fostering virtue through education.