学校教育可以兼顾公平与质量吗?  

Can School Education Balance Equity and Quality?

作　　者：魏晓宇 苏娜[2] Wei Xiaoyu;Su Na(Faculty of Education,East China Normal University,Shanghai,200062,China;Shanghai Academy of Educational Sciences,Shanghai,200032,China)

机构地区：[1]华东师范大学教育学部,上海200062 [2]上海市教育科学研究院,上海200032

出　　处：《华东师范大学学报（教育科学版）》2021年第8期116-126,共11页Journal of East China Normal University:Educational Sciences

基　　金：国家社会科学基金“十三五”规划2020年度教育学一般课题“中学生责任伦理教育内容建构及实施途径研究”(BEA200114)。

摘　　要：教育公平与提升教育质量是各国教育政策的目标,我国政府始也终将发展公平而有质量的教育作为教育工作的重点。本研究采用分层线性模型,基于中国教育追踪调查追访数据,探究我国初中阶段学校教育公平与质量之间的关系。研究发现:从质量维度来看,在剥离了学生背景因素、学校构成因素的影响后,各学校对学生认知能力发展的促进作用具有显著差异;从公平维度来看,各学校对不同认知能力基础、不同性别学生群体认知能力发展的促进作用存在显著差异;从质量维度与公平维度之间的关系来看,部分学校在促进学生认知能力发展方面具有高效能,且在缩小认知能力基础或性别等因素对于学生认知能力发展的影响方面也具有高效能,证明了学校教育可以兼顾公平与质量。Achieving equity and quality is the goal of education policies in various countries.Governments at all levels in China always focus on the development of equity and quality in terms of education.Based on the data of China Education Panel Survey(CEPS),the study uses a hierarchical linear model to explore the relationship between the equity and quality of school education in junior middle school.The results indicate that:from the perspective of quality,after removing the influence of students’background factors and school composition factors,the promotion effect of each school on the development of students’cognitive ability is significantly different;from the perspective of fairness,the promotion effect of each school on the development of students of different genders and cognitive ability bases is different;from the perspective of relationship between the quality dimension and the fairness dimension,some schools not only has high performance in promoting the development of cognitive ability of students but also excels at reducing the cognitive gap between students of different gender or cognitive ability.This demonstrates that school education could balance equity and quality.

关 键 词：教育公平 教育质量 分层线性模型 

分 类 号：G521[文化科学—教育学]