不均等教育结果的成因:理性资本与不同社会阶级家长的教育行动

发布时间：2017-12-27 14:41

本文关键词：不均等教育结果的成因:理性资本与不同社会阶级家长的教育行动　出处：《清华大学教育研究》2010年06期 　论文类型：期刊论文

【摘要】：台湾从20世纪90年代起执行了一系列教育改革方案,其中课程是重点之一,其目的在于结合其他教改方案,改善学习成效以及教育结果的不均等。尽管如此,社会大众却强烈质疑教改成效。本文将不评论这些质疑的合理性,而是试图说明教改结果的高度动态性,以及此种特性与社会阶级的关联性。尽管教育政策足以产生结构性规范,但"施为"的主动作为足以使家长脱离结构的束缚,因为他们能积极介入教育政策的制定,影响教育政策的实施过程,至少能调整自身以契合政策的特性与要求,因而使子女处于有利的学习位置。但受阶级文化差异的影响,中产阶级家长往往展现高度"施为",劳工阶级家长则偏向接受结构的规范,此种差异使教育结果难以脱离社会阶级的影响。
[Abstract]:Since 1990s, Taiwan has implemented a series of educational reform programs, among which the curriculum is one of the key points. Its purpose is to combine other educational reform programs to improve learning effectiveness and inequalities in educational results. In spite of this, the public has strongly questioned the effectiveness of the reform. This article will not comment on the reasonableness of these questions, but attempts to illustrate the high dynamic nature of the results of the reform, and the relevance of such characteristics to the social class. Although the education policy is sufficient to produce a structural specification, but the "Shi" as the initiative is enough to make parents divorced from bondage, because they can be actively involved in the formulation of education policy, affect the implementation of educational policy, at least can adjust itself to fit the policy characteristics and requirements, so that the children are in the advantageous position of learning. However, due to the influence of class cultural differences, the middle class parents often show "highly committed". The parents of the working class tend to accept the norm of the structure, which makes the educational result difficult to escape from the influence of the social class.
【作者单位】：台南大学教育学系;
【分类号】：G459
【正文快照】： 一、前言1987年戒严法解除后,台湾社会迈入新纪元,社会大众不仅对政治革新产生新期望,也期待教育展现新风貌,此种情境孕育1994年9月21日成立了教育改革审议委员会。无论如何,台湾在20世纪90年代发动系列性教育革新方案,其中许多政策关涉课程改革,诸如新课程标准、教科书开放

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