华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (5): 63-77.doi: 10.16382/j.cnki.1000-5560.2020.05.003

• 影子教育 • 上一篇    下一篇

经济不平等时代的校外教育参与

杨钋   

  1. 北京大学教育学院/教育经济研究所 北京 100871
  • 发布日期:2020-05-15
  • 基金资助:
    中国教育财政科学研究所课题“数字化时代教育财政策略”,项目编号201903

Learning Beyond School Walls in Times of Inequality

Yang Po   

  1. Graduate School of Education, Peking University, Beijing 100871, China
  • Published:2020-05-15

摘要: 在经济不平等、基础教育均衡化和“互联网+教育”并行发展的背景下,校外补习进入新阶段,其特征是广泛参与和深入参与。校外补习逐步发展为政府和市场共同提供的校外教育活动,这些活动受到微观、中观和宏观三个层次因素的影响。当前校外教育领域出现三大趋势:一是基础教育均衡化政策和高等教育的分层发展战略促使基础教育竞争从校内转向校外;二是经济不平等的环境中,父母加大了对校外教育的参与,密集化育儿文化出现并广为扩散;三是互联网等技术的普及消除了校外补习的有限参与障碍,拓宽了家庭教育选择的范围。政策—文化—技术的互动促使家庭的校外教育活动参与日趋制度化。其后果是基础教育从“高校内竞争、低校外竞争,低补习参与”的低水平均衡转化为“低校内竞争、高校外竞争、高补习参与”的高水平均衡。在后补习时代,校外教育活动逐步成为社会分层与流动的主要工具。政府应调整对校外教育的认识,承担起弥合校外教育参与的阶层差异的责任。

关键词: 校外教育活动, 制度化, 经济不平等

Abstract: Against the background of the parallel development of economic inequality, equalization of compulsory education, and growth of online technology, private tutoring enters a new era, characterized by extensive and intensive household participation. It has gradually transformed into a new form of out-of-school learning, provided by the government and the market. Such learning activities are governed by micro-, meso-, and macro-level factors. There are three new trends in this field. First, the equalization policy for basic education and the stratification strategy for tertiary education have jointly pushed the basic education competition out of the school wall. Second, income inequality forces parents to increase their time and financial inputs, and thus the intensive parenting spreads out globally. Third, internet technology removes household’s barriers to participate in after-school learning, and increase their choice. The interactions among the policy, the culture, and the technology facilitate the institutionalization of learning beyond school walls. One significant consequence of such transformation is that the low-level equilibrium, characterized by high within school competition, low outside-school competition, and low-level private tutoring, is replaced by a new high-level equilibrium, characterized by low within school competition, high outside-school competition, and high-level private tutoring. In the post-tutoring era, learning beyond school walls is turning into a major instrument for social mobility and stratification. As such, the government needs to adjust its understanding and take the responsibility of closing the class divide in out-of-school learning opportunities.

Key words: out-of-school learning, institutionalization, income inequality