本文選題：教育優(yōu)惠 + 教育平等　； 參考：《西南大學(xué)》2009年博士論文

【摘要】：我們正處在一個(gè)權(quán)利平等的社會(huì),公平的訴求在社會(huì)的每一個(gè)領(lǐng)域都得到了越來(lái)越多的體現(xiàn)。在這種背景之下,權(quán)利的平等性就成為判斷一種具體制度是否合理的基本標(biāo)準(zhǔn)。教育優(yōu)惠作為一種傾斜式的權(quán)利保護(hù)方式,它給予部分主體享有更多教育資源的權(quán)利,這是與以往絕對(duì)平均主義的資源分配方式相矛盾的。所以我們必須對(duì)這種差別式的待遇方式進(jìn)行全方位的審視——為什么要實(shí)行教育優(yōu)惠?教育優(yōu)惠的合理性何在?教育優(yōu)惠具有什么樣的功能?教育優(yōu)惠對(duì)人的發(fā)展具有何種意義?誰(shuí)能夠享有教育優(yōu)惠?教育優(yōu)惠應(yīng)當(dāng)持有哪些價(jià)值?怎樣才能保證教育優(yōu)惠的合理性?本論文是在對(duì)以上問(wèn)題思考的基礎(chǔ)上展開(kāi)的。 因?yàn)榻逃齼?yōu)惠問(wèn)題本身的復(fù)雜性以及多樣性,本文運(yùn)用教育學(xué)、法理學(xué)、社會(huì)學(xué)、哲學(xué)、倫理學(xué)、人類(lèi)學(xué)等多學(xué)科的知識(shí)對(duì)教育優(yōu)惠展開(kāi)論述。首先通過(guò)歷史文獻(xiàn)法,對(duì)教育優(yōu)惠的起源及發(fā)展的脈絡(luò)進(jìn)行了梳理,總結(jié)出教育優(yōu)惠發(fā)展的三個(gè)階段。并對(duì)當(dāng)前教育優(yōu)惠的內(nèi)容進(jìn)行了歸納,利用教育建模的方法將教育優(yōu)惠歸納為四種主要的模式。其次,通過(guò)多學(xué)科的視角,從權(quán)利平等、社會(huì)分層、社會(huì)流動(dòng)、補(bǔ)償正義、多元文化等多個(gè)角度對(duì)教育優(yōu)惠進(jìn)行了充分的理論分析,以期了解教育優(yōu)惠的運(yùn)行機(jī)制和社會(huì)意義,并提出教育優(yōu)惠應(yīng)當(dāng)堅(jiān)持的兩個(gè)基本價(jià)值取向——教育平等以及全體人的全面發(fā)展。在此基礎(chǔ)上,本文嘗試構(gòu)建起以必要原則、適應(yīng)原則、比例原則為內(nèi)容的比例待遇理論體系,從而為教育優(yōu)惠提供了一個(gè)理論分析的模板和框架。再次,本文以制度分析方法為主,結(jié)合政策分析方法、案例分析方法,從宏觀和微觀兩個(gè)維度對(duì)各種模式教育優(yōu)惠的合理性進(jìn)行了分析,以期把握當(dāng)前教育優(yōu)惠制度的基本特征及其制度構(gòu)建上的得失。最后,在經(jīng)過(guò)對(duì)理論和實(shí)踐進(jìn)行了充分論證的基礎(chǔ)之上,文章提出了完善我國(guó)教育優(yōu)惠制度的具體對(duì)策,從立法框架、立法原則及立法內(nèi)容等三個(gè)方面提出了具體的建議。 本文認(rèn)為,教育優(yōu)惠是建立在人的差別性基礎(chǔ)之上的,對(duì)所有的人都提供同樣的教育反而有違教育平等的理念,教育的平等不能僅僅停留在形式平等的狀態(tài),還要?jiǎng)?chuàng)造一個(gè)更加趨近于實(shí)質(zhì)平等的教育環(huán)境,讓每一個(gè)人都能獲得適合自己的學(xué)習(xí)環(huán)境和發(fā)展路徑,以期達(dá)到每一個(gè)人最大程度的自我實(shí)現(xiàn)。這就需要教育優(yōu)惠根據(jù)每個(gè)人的具體情況以及社會(huì)整體需求來(lái)提供這種差別式的待遇。所以,教育優(yōu)惠的存在并不是對(duì)教育平等的破壞,而是讓每一個(gè)人都能夠獲得真正的自我實(shí)現(xiàn)機(jī)會(huì),這正是對(duì)教育平等的維護(hù)。但因?yàn)榻逃齼?yōu)惠是一種傾斜式的差別待遇,一旦在目的、方式、幅度等方面運(yùn)用不當(dāng),則會(huì)對(duì)受益人以外其他受教育者的利益構(gòu)成損害,甚至形成“逆向歧視”�；谝陨显�,本文提出具體的教育優(yōu)惠制度應(yīng)當(dāng)從必要原則、適應(yīng)原則、比例原則三個(gè)維度分析它的合理性,以保證其能發(fā)揮正確的運(yùn)行機(jī)制,從而實(shí)現(xiàn)教育的公平、促進(jìn)人的發(fā)展。在立法實(shí)踐當(dāng)中,目前教育優(yōu)惠并不具備獨(dú)立立法的條件,所以應(yīng)當(dāng)在具體的教育立法當(dāng)中設(shè)置專(zhuān)門(mén)的條款對(duì)教育優(yōu)惠問(wèn)題加以規(guī)制。 本文嘗試?yán)砬褰逃齼?yōu)惠的價(jià)值取向和理論框架,梳理教育優(yōu)惠的發(fā)展脈絡(luò),尋找我國(guó)現(xiàn)行教育優(yōu)惠制度的問(wèn)題,明確教育優(yōu)惠改革的基本方向,并希望通過(guò)這些初步的研究為我國(guó)教育優(yōu)惠制度的完善提供基本的思路。因?yàn)檎撐奶攸c(diǎn)、研究條件及自身水平的限制,本文更多的是從宏觀的角度對(duì)教育優(yōu)惠問(wèn)題進(jìn)行分析,一些具體的教育優(yōu)惠制度設(shè)計(jì)問(wèn)題,尚需今后進(jìn)一步完善。
[Abstract]:We are in a society with equal rights, and the appeal of fairness is more and more embodied in every field of society. Under this background, the equality of rights is the basic criterion to judge whether a specific system is reasonable. The right to have more educational resources is in contradiction with the former absolute equalitarianism in the way of resource allocation. So we must take a full look at this kind of differential treatment - why do we have preferential education? What is the reasonableness of the preferential education? What is the function of the preferential education? Preferential education to the people What is the meaning of development? Who can enjoy the preferential education? What value should a preferential education be held? How can we guarantee the rationality of the preferential education? This paper is based on the thinking of the above questions.
Because of the complexity and diversity of the problem of preferential education, this article uses the knowledge of pedagogy, jurisprudence, sociology, philosophy, ethics and anthropology to discuss the preferential education. First, through the historical literature, the origin and development of the preferential education are combed, and the three preferential development of education is summed up. At the same time, the article sums up the content of current educational preferences, and uses the method of educational modeling to sum up the education preferences into four main modes. Secondly, through the multidisciplinary perspective, we have made a full theoretical analysis of the educational preferences from multiple angles, such as equality of rights, social stratification, social mobility, compensation justice and multiculturalism. To solve the operating mechanism and social significance of preferential education, and to put forward two basic value orientations that educational preferences should adhere to -- education equality and the overall development of all people. On this basis, this paper tries to build a theoretical system of proportional treatment with the necessary principles, adaptation principles and proportion principle as content, so as to provide preferential education for education. A theoretical analysis template and framework. Thirdly, this paper, based on the system analysis method, combined with the policy analysis method and the case analysis method, analyzes the rationality of various modes of education preferences from two dimensions of macro and micro, in order to grasp the basic characteristics of the current educational preferential system and the gains and losses in the system construction. Finally, On the basis of full demonstration of theory and practice, the article puts forward specific countermeasures to improve our country's educational preferential system, and puts forward specific suggestions from three aspects, such as legislative framework, legislative principles and legislative content.
This article holds that the preferential education is based on the difference between people. The idea of providing the same education for all people is contrary to the equality of education. The equality of education can not only stay in the form of equality, but also create an educational environment which is closer to the essence of equality, so that everyone can get suitable for themselves. The learning environment and development path are expected to achieve the maximum self realization of each individual. This requires educational preferences to provide this kind of treatment based on the specific circumstances of each person and the overall needs of the society. Therefore, the existence of educational preferences is not a damage to educational equality, but to let everyone be able to get real. The opportunity for self realization is the maintenance of equality in education. But because the educational preference is a kind of sloping differential treatment, it will damage the interests of the beneficiary other than the beneficiary, even form a "reverse discrimination". This article is based on the above reasons. The educational preferential system should analyze its rationality from the three dimensions of the necessary principles, the adaptation principles and the principle of proportion, so as to ensure that they can play the correct operating mechanism so as to realize the fairness of education and promote the development of people. In the legislative practice, the present preferential education does not have the conditions for independent legislation, so it should be in specific educational legislation. Special provisions are set up to regulate education preferences.
This paper tries to clarify the value orientation and theoretical framework of preferential education, combs the development of education preferential development, seeks the problems of the current preferential system of education in our country, clears the basic direction of the preferential reform of education, and hopes to provide basic ideas for the improvement of our country's Educational Preferential System through these preliminary studies. According to the limitations of the conditions and their own level, this paper analyzes the preferential problems of education from a macro point of view, and some specific problems in the design of educational preferential system need to be further improved in the future.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G40-05

【引證文獻(xiàn)】

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1 袁春艷;人口較少民族教育發(fā)展研究[D];西南大學(xué);2012年

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1 陳雙鳳;身份連帶性高考加分政策正當(dāng)性分析[D];首都師范大學(xué);2011年

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3 彭麗萍;教育公平視角下的少數(shù)民族教育研究[D];山東大學(xué);2013年

4 楊露;適切：我國(guó)民族教育優(yōu)惠政策評(píng)價(jià)的應(yīng)然取向[D];西南大學(xué);2014年

5 劉樺;我國(guó)民族教育優(yōu)惠政策執(zhí)行情況分析[D];西南大學(xué);2014年

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本文編號(hào)：1810598