教育公平与教师责任:《科尔曼报告》的启示——美国宾西法尼亚州立大学庞雪玲教授访谈  

Educational Fairness and Teachers’ Responsibility: Hints from James Coleman’s Report——Interview with Professor Pong Suet-Ling from the Pennsylvania State University in the U.S.A.

作　　者：王艳玲[1] 

机构地区：[1]云南师范大学教育科学与管理学院

出　　处：《全球教育展望》2013年第4期3-9,共7页Global Education

基　　金：教育部人文社会科学研究西部和边疆地区项目"文化视野下西南边疆民族地区农村教师校本培训机制创新研究"(项目编号:12XJC880011);云南省哲学社会科学研究基地项目研究成果

摘　　要：在这篇访谈中,庞雪玲教授介绍了美国《科尔曼报告》的主要内容及其启示。《科尔曼报告》认为,教育机会均等不仅是资源的公正分配,还要关注每一个个体和群体的发展,达到教育结果的均等;学校不仅应该提供均等的教育资源,而且还应该帮助学生克服其家庭出身的不平等所带来的学习障碍。这启发我们,在教育资源配置基本均衡的前提下,学校和教师如何创造丰富的学习机会和创设适切的学习环境,确保来自社会不同经济文化背景家庭的学生充分实现他们的潜能、得到全面发展,这就是教育公平的目标和追求。其中,教师的责任是在课堂上实质地践行公平的理念,保障教育活动内部的公平。In this interview, professor Pong Suet - ling discussed on the main content and hints of James Coleman＇ s Report. The report said that equality of educational opportunity doesn＇ t only mean the resources are distributed fairly, but also means that individuals and groups＇ development, i. e. , it should achieve equality of educational outcome; schools should not only provide equal edu-cational resources, but also help students overcome learning disabilities that comes with the unequality of their family＇ s background. The hints from Coleman＇ s report is, the precondition of edu-cational fairness is even educational resources, and also, educational fairness aims at schools and teachers create rich learning opportunities and appropriate learning environment to ensure that the students from different economic and cultural background achieve their potentiality and get full development. In this process, teachers＇ responsibility is practicing the idea of educational fairness, and ensuring the fairness in educational activities.

关 键 词：《科尔曼报告》 教育机会均等 教育公平 教师责任 

分 类 号：G40[文化科学—教育学原理]