论教育公平发展的三个基本问题  

On Three Basic Problems of Educational Equity Development

作　　者：薛二勇[1,2] 

机构地区：[1]北京师范大学教育学部 [2]中国教育政策研究院

出　　处：《教育研究》2010年第10期24-32,共9页Educational Research

基　　金：中国博士后科学基金会特别资助项目“基础教育区域性公平发展的评估体系及政策工具研究”(项目编号:200902085)的成果之一

摘　　要：教育公平发展面临三个基本问题,即教育成就与教育公平的关系,教育资源与教育公平的关系,学生背景与教育公平的关系。三个问题的科学解答事关教育公平的理论推进与实践导向。在特定的教育标准下,教育效果与教育公平相互促进,教育效果越好的国家与地区,教育公平程度越高;教育公平程度越高的国家与地区,教育质量水平越高;教育较为公平的学校,一般其教育结果也较好。学校资源以及学校政策对教育效果产生重要影响。从某种意义上讲,只有具备基于教育公平的公共政策,才能实现教育资源以及其他因素的公平分配,促进教育公平发展。There are three basic problems faced by educational equity development as follows： the relationship between educational achievement and educational equity, the relationship between educational resources and educational equity, and the relationship between student background and educational equity. The scientific explanation of the three basic questions is closely related to theoretical progress and practical orientation to educational equity. With the specific educational standard, educational achievement and educational equity can be mutually promoted, the countries and regions with better educational achievement will lead to better educational equity, and the countries and regions with better educational equity will lead to better educational quality. The schools with better educational equity always achieved better achievement. The school resources and policy have great influence on educational achievement. In some cases, only when we have educational equity oriented public policy, can we realize the balanced allocation of resources and other elements, and promote the balanced development of educational equity.

关 键 词：教育公平 教育成就 教育资源 学生背景 

分 类 号：G40[文化科学—教育学原理]