教育平等:科尔曼的研究及其给我们的启示  

Educational Equality:Study of Coleman and Its Inspiration

作　　者：朱家存[1] 

机构地区：[1]徐州师范大学教育系,江苏徐州221116

出　　处：《外国教育研究》2003年第12期23-26,共4页Studies in Foreign Education

基　　金：江苏省哲学社会科学"十五"规划课题"建设教育强省;推进区域共同发展与加强苏北基础教育的对策研究"。

摘　　要：科尔曼从不均等的角度反观教育平等问题,提出了五种关于不均等的界说。教育平等问题可以从投入与产出两个维度来认识。从理想的角度看,义务教育阶段在投入和产出两方面最好都能实现平等。但由于差别性校外影响的存在,义务教育阶段的平等只能而且应该从“投入”方面来寻求。义务教育阶段的平等应该而且只能体现为所有学生在学校平等享有政府所投入的教育资源。Coleman comments on educational equality from the perspective of unequalness and points out five kinds of definition of unequalness.He thinks that we should analyze educational equality from the two perspectives of what we throw into and the outcome.In compulsory education stage,it's better to realize the equality in the two perspectives above.However,because of the existence of differ-ential out-school impact,we can seek the equality only in the perspective of outcome in compulsory ed-ucation stage.What's more,the equality in compulsory education stage should be reflect on all stu-dents'sharing the educational resources provided by the government.

关 键 词：教育资源 科尔曼 教育平等 教育机会 教育投入 义务教育 教育权利 

分 类 号：G522.3[文化科学—教育学] G40-054[文化科学—教育技术学]