隐蔽的再生产——城乡不同阶层家庭学生互联网使用偏好调查
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摘要
通过信息化促进更高层次的教育公平是我国实现教育现代化的重要手段。然而,以互联网为核心的信息技术对教育公平的实证研究仍较为缺乏。当前教育改革处于城乡差异和阶层分化双重格局之下,必须基于新时代互联网技术向教育领域深度渗透的背景,重新审视影响教育公平实现的隐蔽再生产问题。本研究的数据是基于山东省莱西市、沂水县和微山县,甘肃省会宁县、靖远县和武威市,安徽省萧县、无为县和肥西县共3省9市(县)的27所初中学校初三学生的问卷调查。调查采取多层次整群随机抽样方法,总计发放1900份调查问卷,回收有效问卷1840份,有效回收率96. 8%。研究从学生家庭经济资本、文化资本和社会资本视角探讨城乡不同家庭阶层背景对学生互联网使用行为偏好的影响。调查结果表明,不同家庭阶层地位影响学生互联网使用偏好,学生互联网使用行为之学习偏好或者娱乐偏好,与社会阶层背景密切相关,优势阶层家庭、高收入家庭、大专以上文化程度家庭和城市家庭子女,更易于形成互联网学习偏好。学校教育中的信息"使用鸿沟"最具隐蔽性,它掩盖了城乡学生教育结果的不平等,必须从城乡教育信息化实质公平角度推进城乡教育信息化均衡建设。
Informatization promoting a higher level of educational equity is an important support for China 's modernization of education. However,there is a lack of empirical research on the education equity in the Internet Era.Because of the penetration of Internet technology into the education field,we must re-examine the hidden problems that may affect the realization of education equity. The data sources are based on Laixi,Yishui,and Weishan counties in Shandong Province,Huining,Jingyuan,and Wuwei in Gansu Province,Xiaoxian,Wuwei,and Feixi counties in Anhui Province. A total of 1900 questionnaires were sent out and 1840 valid questionnaires were returned with an effective recovery rate of 96. 8%. From the perspective of economic capital,cultural capital and social capital of students' families,this paper explores the influence of different economic and cultural status of urban and rural families on students' preference for Internet use behavior. The information " usage gap" in school education is the most concealed,which causes the inequality of educational results between urban and rural students.The Internet and information technology have a substantial impact on educational equity,depending on the correct use of technology. Only narrowing the " usage gap" is unlikely to realize the real education fairness. We must pay attention to the " physical gap" instead of the " usage gap" among students. But paradoxically,the Internet " usage gap" is not determined by the educational and technological factors of the school education system. The gap is related to the class background and attitude expectation.Why do children of the bottom families tend to form internet entertainment behavior preferences? It is closely related to the educational background,family education and educational expectation. The gap in the information technology usage in school education reflects wider social inequities. The Internet using behavior,whether explicit or implicit,always touches on wider social inequities. The gap between urban and rural distribution of information resources is the focus of current national policy,but more attention should be paid to the unequal use of information technology in the children of disadvantaged families in rural areas,to reduce the " new digital divide" in urban and rural social information gap between different classes of students. We must promote the balanced development of education informatization in both urban and rural areas from the perspective of educational fairness.
Informatization promoting a higher level of educational equity is an important support for China 's modernization of education. However,there is a lack of empirical research on the education equity in the Internet Era.Because of the penetration of Internet technology into the education field,we must re-examine the hidden problems that may affect the realization of education equity. The data sources are based on Laixi,Yishui,and Weishan counties in Shandong Province,Huining,Jingyuan,and Wuwei in Gansu Province,Xiaoxian,Wuwei,and Feixi counties in Anhui Province. A total of 1900 questionnaires were sent out and 1840 valid questionnaires were returned with an effective recovery rate of 96. 8%. From the perspective of economic capital,cultural capital and social capital of students' families,this paper explores the influence of different economic and cultural status of urban and rural families on students' preference for Internet use behavior. The information " usage gap" in school education is the most concealed,which causes the inequality of educational results between urban and rural students.The Internet and information technology have a substantial impact on educational equity,depending on the correct use of technology. Only narrowing the " usage gap" is unlikely to realize the real education fairness. We must pay attention to the " physical gap" instead of the " usage gap" among students. But paradoxically,the Internet " usage gap" is not determined by the educational and technological factors of the school education system. The gap is related to the class background and attitude expectation.Why do children of the bottom families tend to form internet entertainment behavior preferences? It is closely related to the educational background,family education and educational expectation. The gap in the information technology usage in school education reflects wider social inequities. The Internet using behavior,whether explicit or implicit,always touches on wider social inequities. The gap between urban and rural distribution of information resources is the focus of current national policy,but more attention should be paid to the unequal use of information technology in the children of disadvantaged families in rural areas,to reduce the " new digital divide" in urban and rural social information gap between different classes of students. We must promote the balanced development of education informatization in both urban and rural areas from the perspective of educational fairness.
引文
[1]布尔迪约,帕斯隆(2002).再生产:—种教育系统理论的要点[M].北京:商务印书馆.
[2]陈纯槿,顾小清(2017).互联网是否扩大了教育结果不平等:基于上海PISA数据的实证研究[J].北京大学教育评论,(1):140-146.
[3]大卫·霍克里奇,汤姆·文森(2006).教育技术与课堂教学[M].宋旸译.北京:北京师范大学出版社:86.
[4]艾伦·贾纳斯泽乌斯基,迈克尔·莫伦达(2012).教育技术:定义与评析[M].北京:北京大学出版社:211.
[5]江峰(2013).新数字鸿沟研究[J].图书馆杂志,(1):9-12.
[6]刘志民,高耀(2011).社会分层与高等教育获得[J].高等教育研究,(12):19-27.
[7]OECD(2015). Student,computers and learning:Making the connection[M]. Paris:OECD Publishing:12; 28.
[8]Van Dijk,J.(2012). The evolution of the digital divide:The digital divide turns to inequality of skills and usage[M]. Amsterdam:IOS Press:57.
[9]World Bank(2016). World development report 2016:Digital dividends[M]. World Bank:Washington,DC:48.
[10]朱晓玲(2013).研究表明:网络在线课程可能会扩大教育不公平[N].中国教育报,2013-4-02.
[2]陈纯槿,顾小清(2017).互联网是否扩大了教育结果不平等:基于上海PISA数据的实证研究[J].北京大学教育评论,(1):140-146.
[3]大卫·霍克里奇,汤姆·文森(2006).教育技术与课堂教学[M].宋旸译.北京:北京师范大学出版社:86.
[4]艾伦·贾纳斯泽乌斯基,迈克尔·莫伦达(2012).教育技术:定义与评析[M].北京:北京大学出版社:211.
[5]江峰(2013).新数字鸿沟研究[J].图书馆杂志,(1):9-12.
[6]刘志民,高耀(2011).社会分层与高等教育获得[J].高等教育研究,(12):19-27.
[7]OECD(2015). Student,computers and learning:Making the connection[M]. Paris:OECD Publishing:12; 28.
[8]Van Dijk,J.(2012). The evolution of the digital divide:The digital divide turns to inequality of skills and usage[M]. Amsterdam:IOS Press:57.
[9]World Bank(2016). World development report 2016:Digital dividends[M]. World Bank:Washington,DC:48.
[10]朱晓玲(2013).研究表明:网络在线课程可能会扩大教育不公平[N].中国教育报,2013-4-02.