教育公平测量的路径演变和典型方法  

Measuring Equity in Education:Evolving Paths and Representative Methods

作　　者：周鸿敏[1] 方光宝 Zhou Hongmin;Fang Guangbao(School of Education, Jiangxi Normal University,Nanchang 330022;Science and Technology College, Jiangxi Normal University,Nanchang 330022;Faculty of Education, Monash University, Australia)

机构地区：[1]江西师范大学教育学院,南昌330022 [2]江西师范大学科学技术学院 [3]澳大利亚莫纳什大学教育学院

出　　处：《教育研究》2019年第6期128-135,共8页Educational Research

摘　　要：促进教育公平是中国教育的基本价值取向。国际教育公平研究沿着规范性研究和经验性研究两个方向发展,教育公平测量的路径与方法也循着起点、过程和结果三个维度展开。但已有研究在这两条方向上呈严重失衡状态,这与经验性研究中关键环节之一——关键概念的操作化和测量难度较大有密切关系。教育公平测量是一项综合系统工程,受多方面因素影响。获得准确的教育公平认识,需要从概念界定、研究对象及测量方法三者关系视角综合考虑。Improving equity in education is the basic value orientation of China's education. The existing international research into equity in education is conducted in two directions: normative research and empirical research, and the measuring methods are used in three dimensions: the starting point, the process, and the results. However, the existing research shows serious imbalance between these two directions, as is closely related with the great difficulty in the operation and measurement of the key concepts in empirical research. The measurement of equity in education is a comprehensive and systematic task affected by multiple factors. To have an accurate understanding of equity in education, we need to consider the interrelations between the definition of equity in education, the research objects, and the measuring methods.

关 键 词：教育公平 测量方法 测量指标 

分 类 号：G40-058.1[文化科学—教育学原理]