农村义务教育阶段教育过程公平影响因素分析
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摘要
农村义务教育阶段教育过程公平备受社会关注,按照一般思维习惯分析,当教育改革深入进行、教育资本投入增加时,就应该促进和提高教育公平的水平。然而农村义务教育公平并没有达到社会期望的水平,主要影响的因素有传统观念、校园文化生态、教师评价、期望、职业素养、家庭参与度等因素,同时农村义务教育中教育课程内容、形式等也对教育过程公平的实现形成制约,从教育过程公平实现对象上看,对"农村特殊群体学生"教育过程公平实现不足。农村义务教育阶段教育过程公平更多关注的是学生获得感、满意感、发展性。
Education process fairness in rural compulsory education stage is of great social concern.Carrying out in accordance with the general thinking habits,when the education reform is further carried out,the education capital investment increases,the level of education fairness should be promoted and improved accordingly.But the rural compulsory education fairness has not reached the level of social expectations,the main influence factors involve the traditional concept,ecological campus culture,teachers' evaluation,expectations,professional quality and family participation.At the same time,the rural compulsory education contents and forms also restrain the implementation of education process fairness.From the point of education process fairness targets,the " rural special group students" did not enjoy the fairness.The education process in rural compulsory education stage was more concerned with students' sense of feeling,satisfaction and development.
Education process fairness in rural compulsory education stage is of great social concern.Carrying out in accordance with the general thinking habits,when the education reform is further carried out,the education capital investment increases,the level of education fairness should be promoted and improved accordingly.But the rural compulsory education fairness has not reached the level of social expectations,the main influence factors involve the traditional concept,ecological campus culture,teachers' evaluation,expectations,professional quality and family participation.At the same time,the rural compulsory education contents and forms also restrain the implementation of education process fairness.From the point of education process fairness targets,the " rural special group students" did not enjoy the fairness.The education process in rural compulsory education stage was more concerned with students' sense of feeling,satisfaction and development.
引文
[1]中华人名共和国教育部.2015年教育统计数据[EB/OL].[2016-10-20].http://www.moe.edu.cn/jyb_sjzl/s5990/201612/t20161219_292432.html.
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[10]戴云飞.安徽省农村留守儿童基本状况的人口学分析[J].法制与社会,2016(35):227-228.
[2]侯国昀.我国现阶段教育公平问题研究[D].长沙:湖南师范大学,2009.
[3]吕星宇.教育过程公平研究:教育公平研究的新趋势[J].当代教育科学,2008(15):3-6.
[4]樊应选.论“尊师重教”的现代解构——师生关系的异化[J].教学与管理,2010(30):36-37.
[5]中青在线,教育频道.从6102万到902万求解留守儿童数据锐减之谜[EB/OL].[2016-11-23].http://edu.cyol.com/content/2016-11/23/content_14702459.htm.
[6]陈芬萍.安徽省农村教师队伍存在的问题及对策[J].合肥师范学院学报,2008(4):123-126.
[7]电子课本网.城市列表(阜阳、芜湖、合肥、安庆)[EB/OL].[2017-06-20].http://www.dzkbw.com/city/.
[8]中华人民共和国中央人民政府.中国教育概况——2015年全国教育事业发展情况[EB/OL].[2016-12-19].http://www.gov.cn/xinwen/2016-12/19/content_5149958.htm#1.
[9]安徽教育网.安徽省人民政府关于进一步完善城乡义务教育经费保障机制的实施意见[EB/OL].[2016-04-24].http://www.ahedu.gov.cn/163/view/18169.
[10]戴云飞.安徽省农村留守儿童基本状况的人口学分析[J].法制与社会,2016(35):227-228.