中小学课后服务能促进教育公平吗——基于东中西部6省(自治区)32个县(区)调查数据的分析  

Can After-school Service in Primary and Secondary Schools Promote Educational Equity——Based on 32 Counties(Districts) in 6 Provinces(Autonomous Rigon)

作　　者：张伟平[1] 付卫东[2] 李伟[2] 曾新[2] Zhang Weiping;Fu WeiDong;Li Wei;ZenXin(School of Education,Hunan University of Science and Technology,Xiangtan 411201,Hunan;Faculty of Artificial Intelligence Education,Central China Normal University,Wuhan 430079,Hubei)

机构地区：[1]湖南科技大学教育学院,湖南湘潭411201 [2]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《中国电化教育》2021年第11期16-23,共8页China Educational Technology

基　　金：全国教育科学“十三五规划”2018年度国家一般课题“教育信息化支持农村教学点发展实践模式研究”(课题编号:BHA180150)研究成果。

摘　　要：中小学课后服务由学校发挥主渠道作用,让所有学生接受同等质量的教育,对于保障教育公平具有积极意义。该文在调查分析的基础上,从课后服务保障教育的起点公平、过程公平和结果公平的角度进行了研究。结果显示参加课后服务的学生整体比例不高,且参与率随着家庭经济条件升高而升高,低收入家庭学生参加课后服务的比例偏低,课后服务未能完全保障教育起点公平;中低收入家庭学生在参加作业、自主阅读、娱乐、拓展训练、兴趣小组等方面的比例与高收入家庭学生大致相当,但参加音乐、美术和科学类课后服务的比例偏低,课后服务部分保障了教育的过程公平;参加课后服务让原本因为不同经济条件导致的成绩差异向相反的方向发生变化,缩小了不同社会经济地位家庭学生在教育结果上存在的不平等,课后服务基本保障了教育的结果公平。该文认为课后服务作为非公共产品的性质决定了其在促进教育公平方面存在一定的局限,但课后服务由学校供给,一定程度上弥补了家庭条件造成的不平等。因此,有必要扩大课后服务范围,保障低收入群体学生参加课后服务;突出育人导向,加大学校在课后服务中开展素质教育的支持力度,让课后服务在减轻作业辅导和课外培训负担方面发挥重要作用。After-school service in primary and secondary schools play the role of the main channel, so that all students receive the same quality of education, which is of positive significance to ensure educational equity. Based on the investigation and analysis, this paper studies the starting point equity, process equity and outcome equity of after-school service guarantee education of China. The results show that the overall proportion of students participating in after-school service is not high, and the participation rate increases with the increase of family economic conditions. The proportion of students from low-income families participating in after-school service is low, and after-school service cannot fully ensure the fairness of the starting point of education;The proportion of students from middle and low-income families in homework, independent reading, entertainment, expansion training and interest groups is roughly the same as that of students from high-income families, but the proportion of after-school service in music, art and science is low, and the after-school service partially ensure the process equity of education;Participation in after-school service changes the performance differences originally caused by different economic conditions in the opposite direction, reduces the inequality in educational outcome of students from families with different socio-economic status, and after-school service basically ensure the fairness of educational outcome. This paper holds that the nature of after-school service as a non-public product determines that it has certain limitations in promoting educational equity, but after-school service is provided by schools, which makes up for the inequality caused by family conditions to a certain extent. Therefore, it is necessary to expand the scope of after-school service to ensure that low-income students participate in after-school service;Highlight the education orientation, increase the support of schools to carry out quality education in after-school service, and l

关 键 词：课后服务 教育不平等 教育起点公平 教育过程公平 教育结果公平 

分 类 号：G434[文化科学—教育学]