流动儿童是在我国城乡二元体制以及差异化发展背景下产生的特殊儿童群体。大部分流动儿童随进城务工的父母从乡村迁徙到城市，拥有乡村和城市两种生活经历和文化体验。由于外来务工人员主要从事生产、加工、服务等低端的劳动密集型工作，家庭经济收入较低，流动儿童只能跟随父母租住在外来务工人员聚集的社区。此外，由于户籍制度以及入学条件的限制，流动儿童无法像城市儿童一样顺利进入流入地的公立学校就读。因此，流动儿童在城市生活和教育中成为了边缘化的特殊儿童群体。学校是流动儿童社会化的主要场所，学校教育对促进流动儿童的社会融入起着关键性作用。然而，在以城市生活和文化为主导的场域中以及在标准化的课程、教学和评价体系下，学校教育在某些方面忽视了流动儿童的乡村生活背景、多元的文化体验以及其边缘化的城市生活现状和感受。流动儿童在学业上的“自我放弃”、“城市人”和“农村人”的身份认同冲突和身份认同模糊以及其在心理、文化等方面的城市融入障碍都值得社会的广泛关注和重视。本研究基于文化回应性教育理论视角，对我们应在流动儿童教育中应秉持什么样的教育目标，发展何种教育策略，去积极回应流动儿童的生活经历以及城乡文化体验，从而促进流动儿童的健康发展和社会融入进行探究。
本研究采用个案研究，通过目的性抽样，选择了北京市一所具有文化回应性教育特征的打工子弟学校—彩虹学校为个案，并以彩虹学校的文化回应性教育目标和文化回应性教育策略为分析单位，通过实物收集、观察和访谈收集了丰富的数据资料。在对资料进行三级编码以及三角互证的基础上，探究在本土流动儿童的教育情境中，彩虹学校的文化回应性教育目标和文化回应性教育策略具体体现在哪些方面并呈现出何种本土化特征。
研究发现，彩虹学校的文化回应性教育目标为促进学生的自我发展、促进学生对原生家庭文化、城市社区文化和乡村文化的三重文化认同、促进学生的社会适应和社会参与三个方面。彩虹学校的文化回应性教育策略为建立以情感支持为导向的师生关系，包括对学生的文化回应性理解和角色补偿式关爱；课程设计与学生的生活经验、自我发展和文化背景相联系，包括美术课程设计联系学生的生活经验、校本课程链接社会资源、隐性课程回应学生的家庭文化和家乡文化；教学内容与学生的家庭生活、社区生活、家乡生活和情感表达相联系。
通过与文化回应性教育理论以及文化回应性教育国际实践的比较，我们发现，彩虹学校基于对学生边缘化的城市生活经历和多元文化背景的了解；对学生的自我认同感较低、对学习不感兴趣、没有养成良好的行为习惯以及找不到努力的方向等现实问题的考虑；对学生成长为一代新公民的期待，其文化回应性教育目标呈现出以学生自我发展、文化认同以及社会融入为导向的本土特征，文化回应性教育策略则呈现出文化回应和机会补偿的本土特征。彩虹学校对流动儿童自我发展、文化认同和社会适应的关注，以及其从师生互动中给予学生的文化回应性理解和角色补偿式关爱，从课程和教学中对流动儿童生活经历和文化背景回应以及教育机会补偿，为当前如何进一步促进流动儿童享有公平而有质量的教育提供了参考和借鉴。

Migrant children are produced under the urban-rural dual system and the differentiation development in China. Most of them migrate from rural areas to cities with their parents, experiencing both urban and rural lives and cultures. They live in the communities where migrant workers are populated and can’t go to public schools due to high living costs and household registration restrictions. Thus, they become marginalized groups in the urban life and education system. School is an important place for migrant children’s socialization and school education play a key role of promoting migrant children’s social integration. However, under the influence of urban life and cultural values, and the requirements of standardized curriculum, teaching and evaluation system, the schools where migrant children attend ignore their rural life background and cultural experience, as well as their current situation and feelings toward the life in cities as marginalized group. Migrant children are found to give up academic pursuit, to be confused with their identity as being citizens or rural people and have difficulty in integrating into the city life. Based on the theoretical perspective of cultural response education, this study explores what educational objectives should be upheld and what educational strategies should be developed in the education of migrant children, in order to respond to migrant children’s diverse life and culture experience to promote their all-round development and social integration.
This paper presents a case study of the culturally responsive education of a migrant children’s school named Rainbow School in Beijing by purposeful sampling. The cultural response education objectives and strategies of Rainbow School are the analysis units. Data has been collected through physical collection, observation and interview. Then, the data has been encoded at three levels to explore the cultural response education objectives and strategies of Rainbow School in the local context.
The results show that the cultural response education objectives of Rainbow School are to promote students' self-development, to promote students' cultural identities toward the family culture, community culture and rural culture, and to promote students' social adaptation and participation. The cultural responsive education strategies of Rainbow School are to establish an emotional support oriented teacher-student relationship, including cultural responsive understanding and role compensated care for students; design curriculum related to students' life experience, self-development and cultural background, including the art curriculum design connecting to students' life experience, school-based curriculum design connecting to social resources, and implicit curriculum design responding to students' family culture and hometown culture; select teaching content related to students' family life, community life, hometown life to promote their emotional expression.
By comparing with the cultural response education theory and the internal cultural responsive education practices, we find that based on the understanding of the life experience and cultural background, the obstacles they have met during their academic and life pursuit and the expectation of helping them to become a new generation of citizens, the objectives of cultural response education in Rainbow School are characterized with students' self-development, cultural identity and social integration oriented; the cultural response education strategies in Rainbow School are characterized with responsive-compensatory. Rainbow School has given priority to students’ self-development, culture identity and social integration and take actions to provide students with cultural responsive understanding and role compensated love, to integrate students’ life and culture experiences into the curriculum and teaching design and to provide students with rich education opportunities and resources. The practice of cultural response education in Rainbow School helps us to further explore how to provide fair and quality education for migrant children.