教育机会分配及其公平性问题探析

发布时间：2018-02-04 13:43

  本文关键词： 教育机会 分配 公平　出处：《上海教育科研》2017年11期 　论文类型：期刊论文

【摘要】：教育机会不仅仅指当时的入学机会,还包含着保障这一机会持续获得的各种条件性资源。教育机会公平也就包含了保障教育机会持续公平获得的各种权利与条件性资源的分配与矫正公平。不同意义上的教育机会的分配,需要不同的主体根据不同的原则以不同的方式来进行分配,其分配的公平性既要体现水平公平,也体现垂直公平。教育机会分配的公平性是可以测度的,其测度的主要对象是学生、地区和制度三个维度。教育机会分配的公平性尤其需要关注那些低于最低门槛的个体及群体的受教育机会的保护,需要从资源投入及期待、关怀与对待上都给予补偿性投入,进而保障他们获得公平的教育发展机会。
[Abstract]:Educational opportunities are not just about access to school at the time. It also contains various conditional resources that guarantee the continuous access of this opportunity. The equity of educational opportunity also includes the distribution and correction of various rights and conditional resources that guarantee the sustained and equitable access to educational opportunities. The distribution of educational opportunities. Different subjects are required to distribute in different ways according to different principles. The fairness of distribution should not only reflect horizontal fairness, but also vertical fairness. The fairness of educational opportunity allocation can be measured. The main objects of its measurement are students, regions and institutions. The fairness of educational opportunities allocation needs to pay attention to the protection of educational opportunities for those individuals and groups below the lowest threshold. It is necessary to give compensatory input in terms of resource investment and expectation, care and treatment, so as to ensure their access to fair opportunities for educational development.
【作者单位】： 海南师范大学教育与心理学院;
【基金】：国家社科基金资助项目《教育机会分配的公平性问题研究》(编号:10XJY005))阶段性研究成果
【分类号】：G40-052
【正文快照】： 一、教育机会与教育机会平等(一)教育机会瑞典教育学家胡森(Torsten Husen)认为,在分析教育机会平等这一观念时,重要的不仅是要界说“平等”,还要界说“机会”。而属于“机会”这一范畴的变量,在胡森看来有以下几类:一类是学生家庭的经济状况、学习开支、学校地理位置和上学的，

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