中美学生教育补习机会的影响因素比较——基于2012年中国上海和美国PISA数据的实证探索  

Comparing the Private Tutoring Options Between Students in China and the United State—Evidences from 2012 PISA survey and investigation

作　　者：周金燕[1] 邹雪[1] 

机构地区：[1]北京师范大学教育学部/教育经济研究所,北京100875

出　　处：《教育与经济》2016年第2期44-52,共9页Education & Economy

基　　金：国家自然科学基金青年项目"学校和家庭投入对儿童非认知能力发展的影响效应研究"(项目号:71403025)

摘　　要：教育补习作为一种依附于正规学校的学校系统外教育活动现象,在全球有兴起之势,但在东、西方国家可能表现不同。本文以2012年的PISA数据为基础,对中国上海和美国的教育补习机会分配及其影响因素进行了比较和探讨。研究结果发现,中国上海的教育补习主要发挥了学业成绩"培优"和反映、复制家庭教育投资不平等的作用;而美国相反,教育补习发挥学业成绩"补差"和对弱势家庭教育补偿的作用,这源于美国政府对教育补习的积极介入,反而使其发挥促进教育和社会平等的作用。此外,中国上海的数据发现,给予公立学校更多的自主权,能更好地满足学生需求,减少学生寻求校外教育补习的比例。Private tutoring which greatly depends on the formal education system has gained its momentum over the world in recent years, however it functions differently between the eastern and the western world. This study compares Shanghai China with the United States, using PISA data collected in 2012,and finds that private tutoring in Shanghai aims at consolidating good performance and duplicates the social inequality in light of education expenditures. In contrast, private tutoring in the U.S. bridges the performance gaps and complements the underprivileged families. Owing to the proactive intervention from the government, private tutoring plays an important role in promoting educational and social equality. Similarly, given more authorities to public schools in Shanghai, students＇ learning needs could also get better satisfied and less students would opt for private tutoring.

关 键 词：教育补习 学业成绩 家庭背景 PISA 不平等 

分 类 号：F08[经济管理—政治经济学] G40-054[文化科学—教育学原理]