中国教育公平指标体系研究之探讨  

A Study on Indicator System of Education Equity in China

作　　者：孙阳[1] 杨小微[2,1] 徐冬青[3] 

机构地区：[1]华东师范大学教育学系 [2]华东师范大学基础教育改革与发展研究所 [3]复旦大学高等教育研究所

出　　处：《教育研究》2013年第10期111-120,共10页Educational Research

基　　金：2011年度教育部人文社会科学重点研究基地重大项目"我国义务教育区域推进均衡发展的多路径研究"(项目批准号:11JJD880031)的阶段性成果

摘　　要：当代中国的教育改革越向纵深发展就越关注公平问题,并出现较多关于教育公平指标体系的研究。选取十项有代表性的相关研究进行分析,结果发现中国教育公平指标在具体指标选择上,主要侧重于事业类资源配置指标及教育规模类指标,指标维度主要是基于户籍制度的城乡及区域维度;由于涉及更多相关因素,资源配置类指标解释应更加慎重,而规模类指标伴随教育服务的普及,衡量教育差异时不具备适切性;现有教育公平指标,在社会经济意义上的阶层维度以及教育过程、教育产出维度中存在缺失;基尼系数等指标计算方法以及综合权重系数的指标处理形式,可能存在缺陷或理论错误;现有教育公平指标应在维度、时效、处理等方面改进,同时国家机关应当承担更多的公共教育数据整理、发布职能。With the deep development of education reform in China, there are more researches on indicator system of education equity. Ten representative researches in this area are selected to give a critical review. It is found that the concrete indicators of education equity are mainly focused on the allocation of financial resources and education equipments, as well as education scale. The dimensions of those indicators are mainly different districts, and city and countryside based on household registration system. Concerning on more relative factors, the explanation of resource allocation indicators should be considered carefully, the education scale indicators are not suitable for measuring educational difference. The absence of socioeconomic status indicators, education process indicators and outcome indicators in the existing indicator system of education equity should be also noticed. Besides, coefficients like Gini coefficient and variation coefficient, as well as method of weighting are also problematic when applied in indicator system. The existing indicators of education equity in China should be improved in the aspects of dimension, effectiveness for a given period of time, and management. Our government should play a more important role in collecting, organizing and publishing education data.

关 键 词：中国 教育公平 指标体系 

分 类 号：G521[文化科学—教育学]