摘要
2020年新冠肺炎疫情扰乱了高等教育的正常教学秩序,各高校为保证"停课不停学"都不约而同地采用了在线教育这一策略。国内外学者已开展了大量研究来探讨家庭背景对教育公平的影响,但较少关注家庭背景对在线教育公平的影响。通过对高校大学生在线教育的实证研究,发现家庭背景对在线教育公平的不同维度影响存在差异。在起点公平维度上,优势家庭背景的大学生更可能获得在线教育机会,在线教育扩大了教育的不公平;在过程公平维度上,仅户籍和父亲的学历对教育过程有影响,社会支持在一定程度上缩小了在线教育的过程公平;在结果公平维度上,家庭背景对教育结果公平影响并不是很大,但大部分不同家庭背景的大学生选择未来放弃在线教育,其原因值得深思。因此,基于家庭背景对在线教育公平不同维度的影响,政府和高校须在教育的不同阶段采取相应措施促进在线教育公平。
The 2020 coronavirus pandemic disrupted the order of teaching in higher education.Colleges and universities resorted to online education to ensure that "school is not suspended".Scholars at home and abroad have carried out a large number of studies to explore the influence of family background on education equity,but they pay less attention to the influence of family background on online education equity.The empirical evidence gathered from college students’ online education suggests that family background has different influences on the aspects of online education equity.In terms of the starting point,college students with advantaged family backgrounds are more likely to obtain online education opportunities,and online education tends to widen equity gaps.In terms of process,only household registration and father’s educational attainment have an impact on the education process,and social support tends to reduce the process equity of online education to a certain extent.In terms of result,family background is proven to have only a weak influence on the educational result.Nonetheless,most college students with different family backgrounds opt against online education in the future,the reason for which is worth exploring.After assessing the impact of family background on aspects of online education equity,the government and higher education institutions should take corresponding measures to promote the equity of online education at different stages of education.
作者
崔仕臣
杨刚
CUI Shi-chen;YANG Gang(School of Public Healtli and Management,Wenzhou Medical University,Wenzhou Zhejiang 325035,China;Teacher Education College,Wenzhou University,Wenzhou Zhejiang 325035,China)
出处
《苏州大学学报（教育科学版）》
CSSCI
北大核心
2021年第2期68-77,共10页
Journal of Soochow University(Educational Science Edition)
基金
浙江省教育科学规划课题“信息技术促进课堂深度学习的路径研究”(项目编号:2020SCG153)
温州医科大学“疫情与教育教学”专项课题的阶段性研究成果。
关键词
家庭背景
教育公平
高校在线教育
公共危机事件
family background
educational equity
college online education
public crisis
