摘要
"互联网+"与教育转型的深度融合正处于历史交汇期,但互联网的快速普及与城乡教育的持续失衡形成鲜明反差,互联网发展与城乡青少年认知能力差距的关系值得深刻反思。基于"中国教育追踪调查"(CEPS)2014-2015学年追访数据,采用工具变量分位数回归等估计方法,通过分析互联网影响认知能力差距的两个渠道——获取差异与回报差异,实证检验青少年互联网使用能力与城乡青少年认知能力差距的关系。结果发现,城市青少年互联网的拥有量与回报率均显著高于农村青少年,进而刺激了城乡青少年认知能力差距的扩大。因此,政策导向在推进互联网资源的"向下沉淀"、保障农村青少年对互联网的"物理接入"的同时,更要着力提升农村青少年的"互联网素养"、增强互联网的认知回报能力。
The deep integration of ＂Intemet plus＂ and education transformation is at the juncture of history. However, the rapid popularization of Internet is in sharp contrast to the persistent imbalance of education between urban and rural areas. Therefore, the relationship between the development of Internet and the cognitive inequality between urban and rural teenagers is worthy of deep reflection. Based on the follow-up data of China Education Panel Survey （CEPS）, and the estimation method of Instrumental Variable Quantile Regression （IVQR）, the relationship between Intemet use and cognitive ability inequality between urban and rural teenagers is empirically examined through the analysis of two channels--the difference in obtaining and the difference in returns. The results show that the obtaining and returns of Intemet among urban teenagers are significantly higher than that of rural teenagers, which stimulates the widening inequality of cognitive ability between urban and rural teenagers. Therefore, the policy guidance should advance the ＂settling down＂ of Interact resources to guarantee the access to Intemet for rural teenagers, and should even more improve their ＂Internet literacy＂ to strengthen the returns of Intemet on cognitive ability.
作者
曹丹丹
罗生全
杨晓萍
王文涛
Cao Dandan1, Luo Shengquan1, Yang Xiaoping1, Wang Wentao2(1. Faculty of Education, Southwest University, Chongqing 400715; 2. School of Accountancy, Central University of Finance and Economics, Beijing 10008)
出处
《中国电化教育》
CSSCI
北大核心
2018年第11期9-17,共9页
China Educational Technology
基金
中央高校基本科研业务费专项基金项目(项目编号:SWU1709498)
北京师范大学中国基础教育质量监测协同创新中心课题(项目编号:2016-06-11-BZK01)
中国博士后科学基金第63批面上项目(项目编号:2018M630263)研究成果
关键词
“互联网+”
教育信息化
教育公平
认知能力
＂Intemet Plus＂
Educational Informationization
Educational Fairness
Cognitive Ability
