学习机会公平影响因素的新制度主义分析
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摘要
本文以上海市4所学校的12位教师为深入访谈的对象,采用新制度主义的理论视角,从管制性制度、规范性制度和认知—文化制度三个维度,探讨了学习机会公平的影响因素。结果发现:国家政策制度因素的影响体现在学习资源的提供和公平的规范,社会价值观念和学校文化氛围因素的影响体现在公平学习环境的创设,教师的影响体现在学生学习过程和互动过程中各种机会的实际公平。据此,建议发挥国家政策制度因素的规范价值,重视社会价值观念和学校文化氛围因素的现实导引价值,强调教师个人内在因素的直接作用,以实现学习机会公平。
Interviewing 12 teachers from 4 schools in Shanghai, this paper uses the New Institutionalism Theory as the theoretical framework to explore the influential factors on equity of opportunity to learn from three dimensions, including regulative institution, normative institution, and culture-cognitive institution. This paper reveals that the influence of national policy institutions is mainly reflected on affecting providing learning resources and regulating equity, that the influences of social values and school cultural atmosphere are mainly reflected on affecting building equal learning environment, and that the influence of teachers is mainly reflected on affecting the real equity of different opportunities in learning process and interaction process. In order to achieve equity of opportunity to learn, this study suggests that developing the regulative functions of national policy institution, focusing on the leading functions of social-value ideas and school culture situations, and emphasizing the direct functions of teachers are necessary.
Interviewing 12 teachers from 4 schools in Shanghai, this paper uses the New Institutionalism Theory as the theoretical framework to explore the influential factors on equity of opportunity to learn from three dimensions, including regulative institution, normative institution, and culture-cognitive institution. This paper reveals that the influence of national policy institutions is mainly reflected on affecting providing learning resources and regulating equity, that the influences of social values and school cultural atmosphere are mainly reflected on affecting building equal learning environment, and that the influence of teachers is mainly reflected on affecting the real equity of different opportunities in learning process and interaction process. In order to achieve equity of opportunity to learn, this study suggests that developing the regulative functions of national policy institution, focusing on the leading functions of social-value ideas and school culture situations, and emphasizing the direct functions of teachers are necessary.
引文
[1] Heinz-Dieter Meyer & Brian Rowan.The New Institutionalism in Education[M].New York:State University of New York Press,2006.
[2] 罗燕.教育的新制度主义分析:一种教育社会学理论和实践[J].清华大学教育研究,2003(12):28-34.
[3] 尹弘飚.论课程变革的制度化:基于新制度主义的分析[J].高等教育研究,2009(4):75-81.
[4][5][8][13][19][20] 柯政.理解困境:课程改革实施行为的新制度主义分析[M].北京:教育科学出版社,2011:85,74,90,104,101,116.
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[11] 宋洪鹏,赵德成.把脉中小学教师绩效考核:基于绩效管理的视角[J].中国教育学刊,2015(8):92-95.
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[31] 周坤亮.教师专业伦理决策研究[D].上海:华东师范大学,2014:208.
[33] Murphy,J.Equity as Student Opportunity to Learn[J].Theory into practice,1988(2):145-151.
[34] [捷克] 夸美纽斯.大教学论[M].傅仁敢,译.北京:人民教育出版社,1984:116.
[35] 王夫艳.教师的道德困境与道德选择[J].全球教育展望,2015(8):85-93.
[36] 殷玉新.学习机会公平研究[D].上海:华东师范大学,2018:269.
[2] 罗燕.教育的新制度主义分析:一种教育社会学理论和实践[J].清华大学教育研究,2003(12):28-34.
[3] 尹弘飚.论课程变革的制度化:基于新制度主义的分析[J].高等教育研究,2009(4):75-81.
[4][5][8][13][19][20] 柯政.理解困境:课程改革实施行为的新制度主义分析[M].北京:教育科学出版社,2011:85,74,90,104,101,116.
[6] 陈向明.质的研究方法与社会科学研究[M].北京:教育科学出版社,2000:174.
[7] Bogdan,R.C.& Biklen,S.K.Qualitative Research for Education:An Introduction to Theory and Methods (5th Edition)[M].Boston:Pearson Education,2007:103.
[9] 薛二勇.美国促进教育公平发展的政策体系:基于法律演化的视角[J].高等教育研究,2010(4):97-104.
[10] 吕星宇.论教育过程公平[D].上海:华东师范大学,2009:42-43.
[11] 宋洪鹏,赵德成.把脉中小学教师绩效考核:基于绩效管理的视角[J].中国教育学刊,2015(8):92-95.
[12] 崔允漷.追问“学生学会了什么”:兼论三维目标[J].教育研究,2013(7):98-104.
[14] 刘复兴.政府的基本教育责任:供给“公平”的教育政策[J].北京师范大学学报(社会科学版),2008(4):5-10.
[15][29] 钟启泉,崔允漷,等.为了中华民族的复兴,为了每位学生的发展:《基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2001:10,10.
[16] 吕星宇.关于教师对教育过程公平的意识与行为水平的调查报告[J].教育科学研究,2014(3):42-49.
[17] 陈云奔.教学公平研究[D].兰州:西北师范大学,2005:129.
[18] [加] 威尔·金里卡.当代政治哲学[M].刘莘,译.上海:上海译文出版社,2015:267.
[21] Jerrim,J.& Macmillan,L.Income Inequality,Intergenerational Mobility and the Great Gatsby Curve:Is Education the Key?[J].Social Forces,2015(2):505-533.
[22][23][24][25][32] [美] 约瑟夫·费西金.瓶颈:新的机会平等理论[M].徐曦白,译.北京:社会科学文献出版社,2015:73,73,74,74,73-74.
[26] [法] 埃德加·富尔.学会生存:世界教育的今天和明天[M].华东师范大学比较教育研究所,译.北京:教育科学出版社,1996:106.
[27] Scheerens,J.& Bosker,R.The Foundations of Educational Effectiveness[M].Oxford:Pergamon,1997:323-339.
[28] 沈伟.中国大陆教育质量保障系统中的教研员:H市教研员的角色、身份与能动性变迁的研究[D].香港:香港中文大学,2012:339.
[30] Knoop,H.H.Control and Responsibility:a Danish Perspective on Leadership[A].Gardner,H.(Ed.) Responsibility at Work:How Leading Professionals Act (or Don't Act) Responsibly[C].San Francisco:Jossey-Bass,2007:232.
[31] 周坤亮.教师专业伦理决策研究[D].上海:华东师范大学,2014:208.
[33] Murphy,J.Equity as Student Opportunity to Learn[J].Theory into practice,1988(2):145-151.
[34] [捷克] 夸美纽斯.大教学论[M].傅仁敢,译.北京:人民教育出版社,1984:116.
[35] 王夫艳.教师的道德困境与道德选择[J].全球教育展望,2015(8):85-93.
[36] 殷玉新.学习机会公平研究[D].上海:华东师范大学,2018:269.