在线学习能促进教育公平吗?——疫情期间中小学在线学习“数字鸿沟”的实证研究  

CanOnline Learning Promote Educational Fairness?AnEmpirical Study on the“Digital Divide”of Online Learning in Primary and Secondary Schools During the Epidemic

作　　者：刘玉君[1] 张德祥[1] LIU Yu-jun;ZHANG De-xiang(Graduate School of Higher Education,Dalian University of Technology,Liaoning,Dalian,116024,China)

机构地区：[1]大连理工大学高等教育研究院,辽宁大连116024

出　　处：《基础教育》2022年第2期58-68,共11页Journal of Schooling Studies

基　　金：国家社会科学基金“十三五”规划2016年度重大招标课题《高等教育强国之路研究——高等教育强国的内涵、标准、实现路径和监测指标研究》(项目编号:VIA160001)。

摘　　要：以信息化发展公平有质量的教育是教育信息化改革的内在要求,但在城乡、校际和阶层区隔之下应理性审视信息技术带来的“数字鸿沟”问题。本研究基于新冠疫情背景,从起点公平、过程公平、结果公平视角通过实证调查探究学生城乡、学校和阶层背景对中小学在线学习的影响。回归模型结果显示学生城乡和阶层背景对在线学习起点和过程产生直接显著影响,不对在线学习结果产生直接显著影响,但学校背景对在线学习结果产生直接显著影响。同时发现在线学习起点差异和过程差异会产生叠加效应,加剧不同群体间在线学习效果的不平等。因此当下亟需在政府、学校和家庭等多主体协同下,建立起覆盖在线学习起点、过程和结果的全方位立体式差异化帮扶机制,重点在于均衡城乡学校之间的在线教育资源配置和提升教育质量,以弥合常态化背景下学生在线学习带来的“数字鸿沟”。Relying on information to develop fair and quality education is the inherent requirement of education information reform.However,in the context of urban-rural,inter-school,and hierarchical divisions,we should rationally examine the“digital divide”caused by information technology.Based on the background of new crown epidemic,this study explores the impact of students urban-rural,school and class backgrounds on online learning in primary and secondary schools through empirical investigation from the perspectives of starting point equity,process equity and outcome equity.The results of the regression model show that students urban-rural backgrounds and class backgrounds have a direct and significant impact on the starting point and process of online learning,and do not have a direct and significant impact on the results of online learning,but school backgrounds have a direct and significant impact on the results of online learning.At the same time,it is found that the difference in the starting point of network physical equipment access and the difference in the learning process will have superimposed effects,which will exacerbate the inequality of learning effects among different groups.Therefore,it is urgent to establish an all-round and three-dimensional differentiated assistance mechanism covering the starting point,process and results of online learning under the coordination of the government,schools and families,focusing on balancing the online education resource allocation between urban and rural schools and improving the education quality,so as to bridge the“digital gap”brought about by students online learning in the context of normalization.

关 键 词：在线学习 教育公平 数字鸿沟 

分 类 号：G434[文化科学—教育学]