| 9,336 | 137 | 467 |
| 下载次数 | 被引频次 | 阅读次数 |
2021年7月,中央出台新政要求进一步减轻义务教育阶段学生作业负担和校外培训负担,该新政实施的顺利程度及实际效果很大程度上取决于家庭的态度和选择。本文从责任化的理论视角,首先基于中国教育财政家庭调查(CIEFR-HS)2017年的数据描述中国义务教育阶段学生的校外培训需求规模;其次基于访谈信息着力厘清家庭选择校外培训背后的动因,发现学科类培训的动因有课后看护、升学择校等七种类型,非学科类培训的动因有课后看护、全面发展等五种类型。一些需求可能被消减,一些需求可能被部分吸纳,一些需求依然会刚性存在。基于对不同动因培训需求的认识,有针对性地科学施策,才可能有效减轻校外培训负担,进而实现"双减"。
Abstract：Chinese central government issued a new policy to ease the burden of excessive homework and private tutoring for primary and lower secondary students in July 2021. The challenges in implementing this policy and its effects depend largely on how families think and react. This paper draws upon the theory of responsibilisation as a theoretical lens. It presents the participation rates of private tutoring among primary and lower secondary students based on a nationwide survey data. Then it investigates the motivation underlying the demand with interview data collected in Beijing. The results revealed seven types of motivation for academic tutoring, such as the need of after-school care, and the desire of school-choice at transitional points. Besides, families usually demand for non-academic tutoring fueled by five different types of motivation including seeking after-school care, and promoting all-round development. At the end, the paper concludes with five implications for implementing the new policy.
[1]郭瑞婵．若周末、寒暑假培训班停课，过半家长或找家教？[EB/OL].https：//www.jiemodui.com/N/125395,2021 6 23．
[2]叶雨婷，樊未晨．“官方带娃”为何叫好难叫座[N]．中国青年报，2021 4 26(5）．
[3]刘效仁．暑期托管何以叫好不叫座？[EB/OL]．人民资讯，https：//baijiahao.baidu.com/s?id=1705934254033636109&wfr=spider&for=pc,2021 7 22．
[4]Davies,S.School Choice by Default?Understanding the Demand for Private Tutoring in Canada[J].American Journal of Education,2004(3):233 255．
[5]Kazimzade,E.,&Jokic',B..The Roles of Parents in the Decision Concerning the Use of Private Tutoring[A].Jokic',B.(Ed.),Emerging from the Shadow:A Comparative Qualitative Exploration of Private Tutoring in Eurasia[C].Zagreb:Network of Education Policy Centres,2013:209 238．
[6]刘钧燕．我国中小学生校外教育需求的家长因素分析[J]．全球教育展望，2020(2):83 95．
[7]Peters,M.A.The New Prudentialism in Education:Actuarial Rationality and the Entrepreneurial Self[J].Educational Theory,2005(2):123 137．
[8]Halse,C.,Hartung,C.&Wright,J.(Eds.).Responsibility and Responsibilisation in Education[M].Abingdon:Routledge,2020．
[9][13]Doherty,C.,&Dooley,K.Responsibilising Parents:The Nudge towards Shadow Tutoring[J].British Journal of Sociology of Education,2018(4):551 566．
[10]DeWiele,C.E.B.&Edgerton,J.D.Parentocracy Revisited:Still a Relevant Concept for Understanding Middle Class Educational Advantage?[J].Interchange,2016(2):189 210．
[11]杨可．母职的经纪人化---教育市场化背景下的母职变迁．妇女研究论丛[J].2018(2):79 90．
[12]李一．中产家庭教养实践的选择与困境---以参加XES辅导班为例[J]．青年学报，2018 (2):76 84．
[14][25]Liu,J.Parents as Consumers in a Marketised Educational Environment:The Demand for Private Supplementary Tutoring at Primary and Lower Secondary Levels in China[D].Hong Kong:The University of Hong Kong,2017．
[15]Tan,C.Private Supplementary Tutoring and Parentocracy in Singapore[J].Interchange,2017 (4):315 329．
[16]Peters,M.A.From State Responsibility for Education and Welfare to Self-Responsibilisation in the Market[J].Discourse:Studies in the Cultural Politics of Education,2017(1):138 145．
[17][23]Liu,J.&Bray,M.Evolving Micro-Level Processes of Demand for Private Supplementary Tutoring:Patterns and Implications at Primary and Lower Secondary Levels in China[J].Educational Studies,2020(2):170 187．
[18]Jeong,T.S.7.30 Education Reform[M].Seoul:Yejigak,1991．
[19]楚红丽．我国中小学生课外补习家庭之背景特征及个人因素[J]．教育学术月刊，2009(12):22 27．
[20]Zhang,W.&Bray,M.A Changing Environment of Urban Education:Historical and Spatial Analysis of Private Supplementary Tutoring in China[J].Environment and Urbanization,2021(1):1 20．
[21]韩海棠．中产阶层家长的教育焦虑：现状、问题与原因[D]．武汉华中科技大学，2018．
[22]起司黄．全民鸡娃战，中国家长到底有多焦虑[EB/OL]．彭湃在线，https：//m.thepaper.cn/baijiahao_10556760,2020 12 27．
[24]冯琪．是盲从还是升学筹码？剑桥通用英语五级考试“疯狂”为哪般[EB/OL]．新京报，https：//view.inews.qq.com/a/20201220AOCYTSOO,2021 4 28．
[26]Park,S.J.Mothers.Anxious Management of the Private After-School Education Market[A].Abelmann,N.,Choi,J.A.&Park,S.J.(Eds.),No Alternative?Experiments in South Korean Education[C].Berkeley:University of California Press,2013:115 131.
基本信息:
中图分类号:G522.72
引用信息:
[1]刘钧燕.家庭校外培训需求动因及对落实“双减”政策的启示[J].全球教育展望,2021,50(11):85-98.
基金信息:
2021年度国家社科基金高校思政课研究专项一般项目“健全基础教育阶段学校、家庭、社会协同育人机制研究”(项目编号：21VSZ101)的研究成果之一