影子教育

线上补习还是线下补习:基于家庭补习决策的分析

  • 唐荣蓉
展开
  • 北京大学教育学院, 北京 100871

网络出版日期: 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)

Online Tutoring or Offline Tutoring: Evidence from Family Decisions on Private Tutoring

  • Tang Rongrong
Expand
  • Graduate School of Education, Peking University, Beijing 100871, China

Online published: 2020-05-15

摘要

在影子教育逐步制度化的今天,学生参与课外补习常态化,但现有文献缺乏对补习形式的讨论。本文聚焦于家庭对补习形式的选择,试图探索线上补习和线下补习在家庭消费中的互动关系。基于2018年中国教育财政科学研究所“全国家庭线上补习调查”数据的分析表明:线上补习和线下补习作为家庭的教育选择,都会受到父母受教育程度、教育期望等因素的影响;部分对线下补习决策存在显著影响的因素对线上补习的作用并不显著,主要表现在距离和收入方面,这反映出线上补习能够降低交通成本和搜寻成本,进而降低家庭教育消费的门槛,缓解校外教育资源分布的不均。对线下补习和线上补习之间关系的研究发现,不论是从成本约束的视角来看,还是从需求满足的视角来看,参与线下补习的家庭都更有可能参与线上补习。换言之,家庭在做出补习决策时,往往是线下线上两手抓,这为课外补习的普及化提供了又一支持性证据。

本文引用格式

唐荣蓉 . 线上补习还是线下补习:基于家庭补习决策的分析[J]. 华东师范大学学报(教育科学版), 2020 , 38(5) : 78 -92 . DOI: 10.16382/j.cnki.1000-5560.2020.05.004

Abstract

Today, with the institutionalization of shadow education, it is common for pupils to attend supplementary lessons, but the existing literature lacks discussion on the forms of tutoring. This article focuses on famil’s choice of the forms of tutoring, trying to explore the relationship between online tutoring and offline tutoring. The analysis of China Family Online Tutoring Survey conducted by CIEFR in 2018 indicates that, on the one hand, online tutoring and offline tutoring, as supplementary education choices, are subjected to parent’ education levels and expectations. On the other hand, some factors with significant impact on offline tutoring have no significant effect on online tutoring, mainly in terms of distance and income. This reflects the fact that online tutoring can reduce transportation costs and search costs, thereby lowering the threshold of household tutoring consumption and making the distribution of educational resources less uneven. Further analysis shows that, pupils participating in offline tutoring are more likely to attend online tutoring as well, both from a financial-constraint and a demand-satisfaction perspective. In other words, when parents make their tutoring decisions, they do not choose between offline and online . Instead, they choose both, which confirms the popularization of private tutoring.

参考文献

陈全功, 程蹊, 李忠斌. (2011). 我国城乡补习教育发展及其经济成本的调查研究. 教育与经济,(2),32-36
楚红丽. (2009). 我国中小学生课外补习家庭之背景特征及个人因素. 教育学术月刊,(12),22-27
丁小浩, 于洪霞, 余秋梅. (2012). 中国城镇居民各级教育收益率及其变化研究:2002~2009年. 北京大学教育评论,10(3),73-84
雷万鹏. (2005). 高中生教育补习支出:影响因素及政策启示. 教育与经济,(1),39-42
方晨晨, 薛海平. (2015). 义务教育学生参加课外补习行为的影响因素研究. 中小学管理,(5),51-53
庞圣民. (2017). 家庭背景、影子教育与“初升高”:理解当代中国社会教育分层的新视角. 社会发展研究,(4),105-123
王蓉. (2018). 中国教育新业态发展报告. 北京:社会科学文献出版社.
吴翌琳. (2016). 初中生课外补习的影响因素研究——基于CEPS的调查数据分析. 教育科学,32(5),63-73
谢贝妮, 李岳云. (2014). 劳动力流动对农村家庭教育投资决策的影响. 教育科学文摘,33(1),18-19
许政法. (2009). 国内课外补习研究回顾与展望. 教学研究,(01),60-63
薛海平. (2015). 从学校教育到影子教育:教育竞争与社会再生产. 北京大学教育评论,13(3),47-69
薛海平. (2016). 课外补习、学习成绩与社会再生产. 教育与经济,(2),32-43
薛海平, 丁小浩. (2009). 中国城镇学生教育补习研究. 教育研究,(1),39-46
薛海平, 李静. (2016). 家庭资本、影子教育与社会再生产. 教育经济评论,(04),62-83
薛海平, 王东, 巫锡炜. (2014). 课外补习对义务教育留守儿童学业成绩的影响研究. 北京大学教育评论,12(3),50-62
王晓磊. (2017). 初中阶段教育质量与影子教育机会的不平等——以CEPS2013—2014数据为例. 北京社会科学,(9),50-60
张羽, 刘娟娟, 李曼丽. (2015). 北京市小学生进入家教市场的早晚及其影响因素分析. 教育发展研究,(4),31-37
曾满超, 丁小浩, 沈华. (2010). 初中生课外补习城乡差异分析——基于甘肃、湖南和江苏3省的初中学生课外补习调查. 教育与经济,(2),9-13
Becker, G. S., & Tomes, N. (1976). Child endowments and the quantity and quality of children. Journal of Political Economy, 84(4, Part 2), S143-S162
Bray M. (2009). Confronting the shadow education system: What government policies for what private tutoring?. International Institute for Educational Planning,
Bray, M., Zhan, S., Lykins, C., Wang, D., & Kwo, O. (2014). Differentiated demand for private supplementary tutoring: Patterns and implications in Hong Kong secondary education. Economics of Education Review, 38, 24-37
Dang, H. A., & Rogers, F. H. (2008). The growing phenomenon of private tutoring: Does it deepen human capital, widen inequalities, or waste resources?. The World Bank Research Observer, 23(2), 161-200
Goldfarb, A., & Tucker, C. (2019). Digital economics. Journal of Economic Literature, 57(1), 3-43
Jokić, B. (2013). Emerging from the shadow: A comparative qualitative exploration of private tutoring in Eurasia (No. 2). Network of Education Policy Centers (NEPC),
Psacharopoulos, G., & Patrinos, H. A. (2004). Returns to investment in education: A further update. Education Economics, 12(2), 111-134
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97(6), 1639-1657
Ventura, A., & Jang, S. (2010). Private tutoring through the internet: Globalization and offshoring. Asia Pacific Education Review, 11(1), 59-68
文章导航

/