教育公平视角下不同家庭背景幼儿教育机会获得研究——基于深圳市的实证调查数据  

Research on the Preschool Education Opportunities of Children with Different Family Backgrounds from the Perspective of Education Equity——Based on the Investigation Data of Shenzhen

作　　者：刘国艳[1] 陈圆圆[1] 陈玮玮[1] GuoyanLiu YuanyuanChen WeiweiChen(Preschool Education Department, Normal College of Shenzhen University, Shenzhen Guangdong, China, 518060)

机构地区：[1]深圳大学师范学院学前教育系,广东深圳518060

出　　处：《教育与经济》2016年第5期23-29,共7页Education & Economy

基　　金：广东省基础教育课程体系改革研究项目"广东普惠性幼儿园认定政策的研究"(立项号:2015JJKGYJ011)

摘　　要：教育机会平等是教育公平的基本前提,学前教育是基础教育的开端,不同学前教育机会的获得对个体早期发展有重要影响。本文以深圳市为例,以3456名幼儿家长的问卷数据探究不同家庭背景幼儿教育机会获得情况。结果显示,不同家庭背景的幼儿获得学前教育资源的机会有差异,拥有深圳户籍、父母受教育程度及收入较高且为公职人员的幼儿,较非深圳户籍、父母收入低、受教育程度较低以及自由职业者的幼儿,具有较为明显的获得优质学前教育资源的机会。因此,在当前扩大学前教育资源,注重学前教育质量提升的同时,应关注幼儿教育机会的均等。Fair educational opportunity sets the basic premise of education equity. Preschool education initiates basic education, and preschool educational opportunities influence the early development of children. The study chose Shenzhen as the sample city and questionnaire investigation were used to study the opportunities of preschool education from different family backgrounds. Among which 3456 parents were surveyed. Findings were that opportunities of preschool education for children differed with family backgrounds. Children with Shenzhen household registration whose parents had higher educational background, economic background and public employment enjoyed significantly more access to quality education. Thus, implications are that we should ensure fair preschool education opportunities, coupled with attention on expending pre-school education resources and improving education quality.

关 键 词：家庭背景 教育机会均等 幼儿园等级 

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