Page 104 - 《中国图书馆学报》2025年第1期

102 Journal of Library Science in China

cultural capital namely parent-child reading and parents learning support and institutionalized cultural

capital namely mothers education have significant effects on rural childrens reading literacy. Additionally

the influence of the number of books in the family on rural childrens reading literacy follows the law of

diminishing marginal utility. This effect becomes particularly pronounced when a rural family has more than

100 books. Besides among those significant variables parent-child reading and parents learning support are

critical factors of family cultural capital to promote rural childrens reading literacy.

Based on the results of this study the core logic of achieving rural intellectual support through raising

rural childrens reading literacy is to restore deficient family cultural capital of rural families in the

hollowing-out rural environment. The study proposes four ways for the implementation of rural intellectual

support. Firstly urban families non-profit organizations governments enterprises and other social entities

should cooperate to establish a home book supply mechanism for rural childrens families. Such

mechanism should focus more on lower-grade rural children. Secondly rural schools should establish

classroom book corners for rural children and effectively design a book loan policy to motivate them to

borrow books. Thirdly local county-level governments should coordinate various social entities to establish

a parent-child reading skill training system for the guardians of rural children. Fourthly local county-level

governments should provide a rich welfare incentive mechanism to support rural reading activities. These

four recommendations complement one another and should not be overlooked during the implementation

process. 8 tabs. 27 refs.

KEY WORDS

Childrens reading. Rural revitalization. Intellectual support. Family culture capital. Reading
literacy.

0 引言

2021 年 1 月,中共中央、国务院发布《关于全面推进乡村振兴加快农业农村现代化的意见》,提出人
才振兴和文化振兴是全面推进乡村振兴的两个重要方面。 人才振兴和文化振兴作为教育和公共文化服
务工作的重要内容,其“根”在扶智,即通过教育提升人的素质与能力。 阅读素养是个人参与知识社会的
基础。 乡村儿童如果在成长期没有形成较好的阅读素养,不仅会制约其升学就业及成人后融入知识社
会,而且会妨碍文化扶贫“扶智”的实施,阻碍中华优秀文化在下一代的传播。 因此,探索乡村儿童阅读

素养培育的有效方法是国家全面推进乡村振兴战略中人才振兴和文化振兴的重要发力点。
乡村儿童阅读素养受多重因素影响,家庭文化资本的影响值得关注。 家庭文化资本由法国学者布

迪厄提出,指一个家庭对社会文化资源的占有,包括三种类型,即客体文化资本、主体文化资本和制度文
化资本 [1] 。 客体文化资本指以物品或商品形式存在的文化资源,比如书籍、杂志、词典、电子设备等;主
体文化资本指内化于人自身的抽象文化,比如性格、情趣、兴趣、教养、品味、习惯等 [2] ,研究中常见的主
体文化资本有父母与子女的交流互动、父母的阅读爱好和阅读习惯、父母对子女的教育期望、父母的情
感支持等 [3] ;制度文化资本指通过制度认可授予的文化资本,比如职业证书、父母学历、奖励等 [4] 。 部分
研究已证实家庭文化资本如父母受教育程度、父母积极辅导、父母情感支持、家庭藏书量等与儿童参加
学前教育程度及其社会技能发展水平 [5] 、中学生就读意愿 [6] 正相关,并影响学生学业成绩 [2] 。

总第五十一卷 第二七五期 Vol. 51. No. 275