尽管单位制度已然瓦解，但单位现象仍影响着传统产业工人群体及其家庭。本文借鉴 文化研究的结构主义建构论，归纳了职工子女作为特定生活方式的教育实践特征，进一步 分析了这一群体文化的形成过程。研究能够帮助我们更好地理解集体化时期单位子弟校教 育样态，为未来探索转型时期的教育变革与社会再生产问题奠定基础。为解决这一问题， 研究对 6 名 Z 公司子弟校学生进行了半结构式访谈，整理了日记及网络平台公开发表的受 教育经历与情感体验等材料，并在 Z 公司档案馆中摘录了子弟校变迁的重要文件。 研究发现，子弟校学生教育实践特征可被归纳为以下三点，（1）“不管”是传统产业 工人家庭教育的普遍特征。两代子弟大都因父母能够为集体主义事业建设作出贡献，并利 用单位社群中以行政权力为基础形成的人情关系实现教育资源再分配对他们作出较为积 极评价。（2）两代子弟认为国家职工是子弟校教师更为显著的身份标示，并能明确地感知 到强有力的教师权威。（3）班集体曾通过学习小组实现了对学生个体的直接管理。在特殊 情况下，单位社群中的非正式群体拥有这一瓦解集体化管理的力量。“不约”是一类子弟 间交往的重要习俗，反映了两代子弟群体内部可预测的，甚至趋同的生活方式。正是在社 群成员间相互信任并享有相同公共资源的前提下，“不约”得以成为了可能。 通过教育实践呈现出的子弟校学生群体文化受制于单位制度，在以教师权威为运行动 力的子弟学校场域中形成，又被处于不同社会空间中的子弟校学生进一步重塑。单位制度 是维系子弟学校场域教师权威合理性的结构力量，从个体依赖并服从于集体意志的总体性 组织形式特征与以关系与行政权力为基础形成的交互结构两方面表现出来。教师与学生亲 属在社群网络中的关系距离与学生亲属所处场域位置对行政权力的调配程度，在某种意义 上决定了子弟校教师权威的实际影响力，进而使得教师与学生通过表演调节个体行动策略。 对子弟校学生而言，单位身份是子弟校学生获得单位配置的教育资源的资格。在学校场域 的作用下，通过着装风格等日常生活中的自我呈现，成为班集体事务直接参与者的子弟校 学生群体对这一单位身份产生认同，促使两代子弟将同伴视为同质群体。而正是通过脱离 单位社群，两代子弟才开始识别出单位身份，习得了与陌生人交往的方式。除此之外，自 我认同与教育认知的形成与调节是通过子弟校学生在不同场域间流动过程中实现的。它还 极大地受到我国社会历史变迁中主流教育观念变革的影响。

Despite the gradual collapse of the unit system in the communist society, the unit phenomenon still affects the traditional industrial workers and their families. The research draws on structuralist constructivism in the cultural study, summarizes the characteristics of educational practices of the students from the schools affiliated to unit system, and analyzes the formation process of the group culture. Also, it could help us understand the educational circumstances during the collectivist period, and lay the foundation for the future exploration of educational reform and social reproduction during the social transition. In order to solve the above problem, the study conducted semi-structured interviews with six participants who studied in the schools affiliated to company Z, and collected the students’diary and publicly published speeches, which includes learning experience and emotional expression, as well as the documents about the development of the schools from the company Z archive. The study finds that the characteristics of the students’ educational practice can be summarized into the following three points: (1)family education of traditional industrial workers is distinguished by “non-governance”. In addition, due to the construction of collectivism cause and employment of relationship formed by the administrative power in the unit community to realize the redistribution of educational resources, most of the students may make highly positive comments on their parents. (2)the two generations pointed out that national employee may be the most important way to identify the teachers from the schools affiliated to unit system, and they could perceive their educational practices forced by teachers’ authority. (3)In the early collectivization, the class collective has achieved direct management of individual students through the study group. Particularly, informal groups in the unit community seem to have the power to disrupt the formal organization. At the same time, “act or consider the same without prior consulation”(buyueertong) is a kind of communication custom, based on general community trust and similarity in public resources, for the students who grew up in the unit community, which explains that there has been a series of predictable behaviors and cognitive styles framing in the peer group. The group culture presented by the above educational practice is subject to the unit system, forms in the field forced by the teachers’ authority and further reshaped by the students in different social spaces. The unit system maintains the rationality of the teachers’ authority in the field through the individual dependence and obedience to the collective will and the interaction structure based on relationship and administrative power. The distance of the relationship between the teacher and the relatives of the students in the social network, as well as the extent of administrative power controlled by the relatives, determines the actual influence of the teachers’ authority in the school, and then the teacher and the student adjust their action strategies through particular performance. For these students, the unit status is the qualification to obtain the educational resources allocated by the unit system. Through the self-presentation in daily life such as dress style, the students who become the direct participants of the collective affairs recognize the identity in the field, which prompts the two generations to regard the companion as a homogeneous group. It is through the separation of the unit community that the two generations begin to identify the unit identity and learn the way to interact with strangers. In addition, the formation and reconstruction of self-identity and educational cognition is achieved through the mobility of field when they obtained different types of education, which is also greatly influenced by the changes in mainstream educational concepts during the social transition.