课后服务能否保障处境不利学生的教育获得?——教育微观公平视域下之审视  

Can After-School Services Safeguard Educational Access for Disadvantaged Students?——Debate from the Perspective of Educational Micro-Equity

作　　者：高巍[1] 蔡博文 杨根博 龚欣 GAO Wei;CAI Bowen;YANG Genbo;GONG Xin

机构地区：[1]华中师范大学教育学院,湖北武汉430079 [2]武汉市光谷实验中学,湖北武汉430073

出　　处：《天津市教科院学报》2024年第2期45-56,83,共13页Journal of Tianjin Academy of Educational Science

基　　金：华中师范大学2023年教师教育专项“师范专业认证背景下班主任专业发展理论与实践研究”(CCNUTEI2023-09);华中师范大学国家教师发展协同创新实验基地建设项目“人工智能教师研训标准体系研制”(CCNUTEIII2021-02);华中师范大学基本科研业务交叉项目“人工智能促进课堂教学评价改革研究”(CCNU22JC012)。

摘　　要：“双减”政策实施以来,中小学课后服务作为推动教育公平的新支点,既要关注其宏观制度层面的落实,又要审视其微观层次的推进。研究基于教育微观公平的视域,采用问卷与访谈调查法对我国中部、西部、南部和北部4个省份(湖北、四川、福建、吉林)展开实证调查研究,以学校为执行基础、家庭为变量单位、学生为最终主体,拟考察不同类型处境不利学生在课后服务中教育获得的现状,探讨我国当前的课后服务能否保障处境不利学生的教育获得,并检验其对于教育微观公平的促进作用。这将有助于推动关于处境不利学生的研究从缺失补偿到优势发展的视角转变,挖掘学校层面的保护因子,为解释家庭环境对教育获得的作用机制提供科学依据,并为如何进一步推进课后服务发展提供科学建议。Since the implementation of the double reduction policy,the after-school service of primary and secondary schools,as a new fulcrum to promote educational equity,should not only pay attention to its implementation at the macro system level,but also examine its promotion at the micro level.Based on the perspective of educational micro-equity,questionnaire and interview survey methods are used to carry out empirical research in four provinces in central,western,southern and northern China.With schools as the implementation basis,families as the variable unit,and students as the final subject,this study intends to investigate the status quo of different types of disadvantaged students′educational attainment in after-school services.This paper probes into whether the current after-school service can guarantee the disadvantaged students′access to education,and examines its role in promoting the micro-equity of education.This will help to shift the perspective of research on disadvantaged students from loss compensation to advantaged development,explore school-level protective factors,provide scientific basis for explaining the mechanism of family environment on educational access,and provide scientific advice on how to further promote the development of after-school services.

关 键 词：课后服务 教育获得 教育微观公平 

分 类 号：G629.21[文化科学—教育学]