本文關鍵詞： 教育機會 分配 公平　出處：《上海教育科研》2017年11期 　論文類型：期刊論文

【摘要】：教育機會不僅僅指當時的入學機會,還包含著保障這一機會持續(xù)獲得的各種條件性資源。教育機會公平也就包含了保障教育機會持續(xù)公平獲得的各種權利與條件性資源的分配與矯正公平。不同意義上的教育機會的分配,需要不同的主體根據(jù)不同的原則以不同的方式來進行分配,其分配的公平性既要體現(xiàn)水平公平,也體現(xiàn)垂直公平。教育機會分配的公平性是可以測度的,其測度的主要對象是學生、地區(qū)和制度三個維度。教育機會分配的公平性尤其需要關注那些低于最低門檻的個體及群體的受教育機會的保護,需要從資源投入及期待、關懷與對待上都給予補償性投入,進而保障他們獲得公平的教育發(fā)展機會。
[Abstract]:Educational opportunities are not just about access to school at the time. It also contains various conditional resources that guarantee the continuous access of this opportunity. The equity of educational opportunity also includes the distribution and correction of various rights and conditional resources that guarantee the sustained and equitable access to educational opportunities. The distribution of educational opportunities. Different subjects are required to distribute in different ways according to different principles. The fairness of distribution should not only reflect horizontal fairness, but also vertical fairness. The fairness of educational opportunity allocation can be measured. The main objects of its measurement are students, regions and institutions. The fairness of educational opportunities allocation needs to pay attention to the protection of educational opportunities for those individuals and groups below the lowest threshold. It is necessary to give compensatory input in terms of resource investment and expectation, care and treatment, so as to ensure their access to fair opportunities for educational development.
【作者單位】： 海南師范大學教育與心理學院;
【基金】：國家社科基金資助項目《教育機會分配的公平性問題研究》(編號:10XJY005))階段性研究成果
【分類號】：G40-052
【正文快照】： 一、教育機會與教育機會平等(一)教育機會瑞典教育學家胡森(Torsten Husen)認為,在分析教育機會平等這一觀念時,重要的不僅是要界說“平等”,還要界說“機會”。而屬于“機會”這一范疇的變量,在胡森看來有以下幾類:一類是學生家庭的經(jīng)濟狀況、學習開支、學校地理位置和上學的，

本文編號：1490350