學校內部公平狀況的實證研究：以上海市兩校學生教育公平感調查為例

當下學校現代化的努力正逐漸轉向學校內部，具體表現為對公平和質量的重視。為探明學生教育公平感的主要體現、學生教育公平感如何形成，以及影響學生教育公平感的可能因素，本研究特對上海兩所學校的初中生進行訪談，繼而採用內容分析法，借助ROST和QSR NVivo11.0等軟件對數據進行詞頻統計、編碼處理。研究發現：初中生教育公平感主要體現在權利尊重、資源分配、機會享有、人際交往、制度保障五個維度；初中生教育公平感的形成過程大體經歷三階段，即教育實踐經歷—學生個體認知加工—學生主觀感受；影響其教育公平感的主要因素有學生在校經歷、學生個人偏好、學生公平判斷標準。在此基礎上，研究進一步發現，學生的教育公平感與許多既有理論有一定的對應關係；為了更好地理解學生教育公平感，需要採用系統的眼光；提升學生的教育公平感需要學校、教師和學生的共同努力。
At present, achieving educational modernization at school level has been emphasized. Equity as well as quality is the focus of school modernization. To explore major manifestations of students’ perception of educational equity, the formation students’ perception of educational equity, and the factors influencing students’ perception of educational equity, this study interviewed students from two schools in Shanghai. Then, content analysis was adopted, followed by word frequency statistics and coding by using ROST and QSR NVivo11.0. The study finds that junior high school students’ perception of educational equity involves five dimensions: right respect, resource distribution, opportunity enjoyment, interpersonal communication and institutional guarantee. The formation of their perception of educational equity goes through three stages, that is, educational practice experience, students’ individual cognitive processing, and students’ subjective feeling. The main factors that affect students’ perception of educational equity include students’ school experience, students’ personal preference and students’ judgment standards. The study further finds that students’ perception of educational equity is related to many existing justice theories. To better understand students’ perception of educational equity, we need to adopt a systematic perspective. To improve students’ perception of educational equity requires the joint efforts of schools, teachers, as well as students. Copyright © 2020 上海市教育科學研究院；上海市高等教育學會.