本文選題：高等教育公平 + 政策、制度與實踐��； 參考：《湖南師范大學(xué)》2016年博士論文

【摘要】：我國現(xiàn)有教育公平的研究中對高等教育公平的關(guān)注不夠。已有對高等教育公平的研究也主要是關(guān)于公平問題的,對公平理論的研究相對較少。本文以中國高等教育公平政策、制度、實踐中的理念為視角研究高等教育公平理論。采用詮釋哲學(xué)、文本分析、話語分析、個人主義方法論、關(guān)系論等研究方法;在研究思路上主要是一種宏觀考察,以高等教育系統(tǒng)論和公共性理論為基礎(chǔ),以理論演變、重大政策和制度變革實踐為視角,探討高等教育公平理念的不同內(nèi)容和類型。在此基礎(chǔ)上結(jié)合對理論的正當(dāng)性和中國高等教育公平問題的分析,提出中國應(yīng)然的高等教育公平理念的理論框架。本文認(rèn)為,對中國高等教育公平的研究,應(yīng)從問題研究的范式向理論研究范式轉(zhuǎn)變,從“公平與效率之爭”和“精英與大眾之爭”的話語范式向把公平作為一個開放性話題的研究范式轉(zhuǎn)變。在西方,經(jīng)歷了保守主義和自由主義教育公平理論的發(fā)展脈絡(luò),高等教育公平理論的發(fā)展經(jīng)歷了分配正義的公平理論、平等主義的公平理論和競爭公平的公平理論三大體系。從西方傳來的高等教育發(fā)展三階段論也反映了高等教育公平理論的演變邏輯:從高等教育特權(quán)化到高等教育平民化的公平理念。新中國高等教育政策文本與變革實踐中自覺踐行的公平理念包括:一是平等主義的公平理念。主要是對弱勢群體高等教育受教育機(jī)會的公平保障,如“工農(nóng)”、“大眾”話語范式、“半農(nóng)半讀”和“半工半讀”教育形式的舉辦和對少數(shù)民族的傾向性與優(yōu)惠性高等教育政策;地域平等主義理念;女性高等教育受教育權(quán)的實質(zhì)建構(gòu)。在平等主義理念變革過程中也出現(xiàn)了以“教育大革命”和“文化大革命”為話語范式的不當(dāng)做法。改革開放后,與中國政治體制改革相適應(yīng),平等主義理念呈現(xiàn)了法制化特點(diǎn):權(quán)利平等和機(jī)會平等理念法制化;不同類型高等教育受教育權(quán)得到法制保障。地域平等理念發(fā)展成為地域公平理念并體現(xiàn)在高等教育宏觀管理體制改革中,主要是擴(kuò)大地方高等教育受教育機(jī)會和高等教育為地方服務(wù)的職能、擴(kuò)大地方管理高等教育的職能。二是分配正義的公平理念。包括對弱勢群體的補(bǔ)償性待遇、對弱勢群體的特別對待、提升和改善弱勢群體競爭條件等為內(nèi)容的分配正義意義上的公平理念。20世紀(jì)90年代末以來擴(kuò)招為代表的高等教育改革行動,既可以從平等主義的角度理解為一種結(jié)果意義上的公平理念,也可以從分配正義的角度理解為一種擴(kuò)大受教育機(jī)會的公平理念。作為中國本土生長的一種高等教育公平理念——優(yōu)質(zhì)高等教育資源公平共享主要是一種分配正義的公平理念。三是競爭公平的理念。高等教育競爭公平的理念,主要在20世紀(jì)90年代后得到豐富和完善,內(nèi)容包括:機(jī)會的公平,即從權(quán)利平等向機(jī)會平等和機(jī)會公平轉(zhuǎn)變;選擇的公平,即開放性高等教育系統(tǒng)的建立、高等教育系統(tǒng)內(nèi)部的公平選擇等為內(nèi)容的公平理念;保障多樣性價值的公平理念,包括包容多元文化的民族高等教育體系的確立、面向農(nóng)村舉辦高等教育等;旨在擴(kuò)大受教育機(jī)會的成人高等教育和其它教育形式;面向天賦不足者或技能有所長者舉辦高等職業(yè)技術(shù)教育和確立多元化人才培養(yǎng)目標(biāo)等。高等教育公平理念作為一種理論,應(yīng)具有正當(dāng)性和理論善的品格,同時作為一種傾向于行動的理論也應(yīng)具有時代適切性。在對中國高等教育問題進(jìn)行綜合分析的基礎(chǔ)上,就中國應(yīng)然的高等教育公平理念作為一個理論問題提出了以下三個方面認(rèn)識:一是同等情形同等對待。具體內(nèi)容為受教育權(quán)平等保障、優(yōu)惠性對待、特殊群體和特定高等教育類型特殊對待。二是尊重差異與多樣性保障。這主要是一種高等教育個體公平的理論,包括選擇的公平、促進(jìn)社會流動和高等教育系統(tǒng)內(nèi)部流動的公平、符合個體和特殊群體所需的公平。三是競爭的公平。包括從機(jī)會平等到機(jī)會公平的競爭公平理念的轉(zhuǎn)變,具體體現(xiàn)為同等對待、規(guī)則公平和正當(dāng)競爭;扶持優(yōu)勢群體;獎勵優(yōu)勢群體;各得其所的發(fā)展機(jī)會;組織公平競爭;禁止搶奪的公平競爭基本秩序的維護(hù);傾向于提升弱勢群體競爭能力的公平等。
[Abstract]:There is not enough attention to the equity of higher education in the present study of educational equity in our country. The research on equity of higher education is mainly about fairness, and the research on the theory of equity is relatively small. This paper studies the equity theory of higher education in the perspective of the fair policy of higher education in China, the system and the concept of practice. The research methods of philosophy, text analysis, discourse analysis, individualist methodology, relation theory, and so on, are mainly a kind of macroscopic investigation, based on the system theory of higher education and the theory of public nature, and from the perspective of theory evolution, major policy and system reform practice, the different contents and types of the concept of equity in higher education are discussed here. On the basis of the justification of the theory and the analysis of the equity of higher education in China, the theoretical framework for the concept of equity in higher education is put forward in China. This article holds that the study of the fairness of higher education in China should be transformed from the paradigm of the problem study to the theoretical research paradigm, from "the dispute between fairness and efficiency" and "the elite and the public." The discourse paradigm of contention changes to the research paradigm of an open topic. In the west, the development of the theory of educational equity of conservatism and liberalism has gone through the fair theory of distributive justice, the equitable theory of equitarianism and the fair theory of competition fair three. The three stage theory of the development of higher education from the West also reflects the logic of the evolution of the theory of equity in Higher Education: from the privilege of higher education to the fair idea of the populace of higher education. The concept of fair practice in the text of the policy of higher education and the practice of reform in the new China includes: the first is the equitable concept of equality. The fair guarantee of the educational opportunities for the higher education of the disadvantaged groups, such as the "workers and peasants", "the public" discourse paradigm, the "Ban Nong semi reading" and "half work and half reading" education forms and the preferential and preferential education policies for the minority nationalities; the concept of regional equality doctrine; the substantive construction of the right to education for women's higher education. In the process of reform, the "education revolution" and "Cultural Revolution" were also undue practice. After the reform and opening up, the concept of egalitarianism was legalized in accordance with the reform of Chinese political system. The concept of equality of rights and equal opportunities was legalized; the right to education of different types of higher education was obtained. The concept of regional equality has been developed into the concept of regional equity and is embodied in the reform of the macro management system of higher education. It is mainly to expand the educational opportunities of local higher education and the function of higher education as a local service, and to expand the functions of local management of higher education. Two is a fair concept of distribution of justice, including the disadvantaged group. Compensatory treatment, special treatment to disadvantaged groups, promotion and improvement of the competitive conditions of disadvantaged groups, the fair concept of justice in the sense of distribution of the content, the higher education reform, represented by the end of the 90s.20 century, can not only be understood from the angle of equality as a fair idea in the meaning of a kind of result, but also from the point of view. The angle of distributive justice is understood as a fair idea to expand the opportunity for education. As a kind of higher education fair concept grown in China - the fair sharing of high quality higher education resources is mainly a fair idea of distributive justice. Three is the concept of fair competition. The concept of fair competition in Higher Education is mainly in the 90 year of twentieth Century. It has been enriched and perfected after the generation, including the fairness of opportunity, that is, the change from equal rights to equality of opportunity and fair opportunity; the fairness of choice, the establishment of an open higher education system and the fair choice within the higher education system, and the fair idea of protecting the value of diversity, including the inclusive multiculturalism. The establishment of the national higher education system, the higher education in the countryside, the higher education and other forms of education, which are aimed at expanding the opportunities for education; the higher vocational and technical education and the objective of establishing the pluralistic talents for the intalented persons or the elders of the talents. On the basis of a comprehensive analysis of the problems of higher education in China, the following three aspects are put forward on the basis of a comprehensive analysis of the problems of higher education in China, on the basis of a comprehensive analysis of the problems of higher education in China: one is the same treatment as equal treatment. The content of the body is equal protection of the right to education, preferential treatment, special groups and special types of higher education. Two is to respect differences and diversity guarantee. This is mainly a theory of individual fairness in higher education, including the equity of choice, the promotion of social mobility and the fairness of the internal flow of higher education system, which is consistent with the individual and special. The fairness of the group needs. Three is the fairness of competition. It includes the change of the concept of fair competition from equal opportunity to fair opportunity, which is embodied in the same treatment, fair rule and proper competition; supporting the dominant group; rewarding the dominant group; the opportunities for development; the organization of the fair competition; the basic order of the fair competition prohibiting the snatch. Protection; tend to improve the competitiveness of vulnerable groups and so on.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G649.2
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本文編號：2094500