学校教育中的微观歧视现象及公平路径探析——基于生态学视角  

Analysis of Micro-discrimination and Equity Path in School Education——Based on an Ecological Perspective

作　　者：陈芳[1] CHEN Fang(School of Education Science,Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]南京师范大学教育科学学院

出　　处：《潍坊工程职业学院学报》2019年第6期74-78,共5页Journal of Weifang Engineering Vocational College

摘　　要：实现教育公正是全球各国对教育的永恒追求,然而在看似公平公正的学校生活中,隐藏着许多非外显的教育歧视现象。这种歧视以微观的方式存在于所谓的“好生”与“差生”之间、农村学生与城市学生之间、教师与学生之间及男生与女生之间。等级化的文化观念、功利化的教育模式、制度及政策的漏洞及教师职业道德的缺失是其形成的主要原因。基于生态学的角度,从政府、社会、学校与教师四个方面分别探析规避微观歧视,促进学校教育公平的路径。Achieving educational justice is an eternal pursuit of education in all countries of the world,but there exists phenomenon of non-extraordinary educational discrimination behind the seemingly fair school life.This kind of discrimination exists in a microscopic way between the so-called“good students”and“poor students”,between rural students and urban students,between teachers and students,and between boys and girls.Hierarchical cultural concepts,utilitarian educational models,loopholes in systems and policies,and the lack of teachers'professional ethics are the main reasons for their formation.Based on the perspective of ecology,this paper analyzes the way to avoid micro-discrimination and promotes the fairness of school education from four aspects:government,society,school and teachers.

关 键 词：学校教育 教育公平 教育歧视 生态学 

分 类 号：G622[文化科学—教育学]