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教育公平已成为当前中国理论界的一个热点问题,但人们尚未就其内涵达成社会共识。当前中国社会教育公平的内涵,既以教育公平的法理内涵为基础,又受社会现实条件的制约。此外,教育作为公共产品的特征为我们理解教育公平提供了一个特殊的视角。教育公平的法理内涵,包括教育机会、过程和质量三个层面上的公平。从社会主义发展的现实条件制约以及不同层次教育产品不同的公共性纯度来看,现阶段教育公平不应强求无条件平等,而应承认教育不公平现状,结合国情区分各地不同的经济发展水平分区域、分阶段、分层次逐步推进教育公平。
Equity in education has become a hot issue in the current Chinese theoretical community, but people have yet to reach a consensus on its connotation. At present, the connotation of education fairness in Chinese society is based not only on the legal fairness of education but also on the conditions of social reality. In addition, the characteristics of education as a public product offer a special perspective on how we understand educational equity. The legal connotation of education fairness includes fairness on the three levels of educational opportunity, process and quality. Judging from the constraints of the actual conditions of socialism and the different public purity of educational products at different levels, education fairness should not insist on unconditional equality at this stage, but should recognize the unfairness of education and distinguish the different levels of economic development across the country from subregion , Step by step, step by step to promote educational equity.