从思辨到实证:教育公平研究范式的转型

From Philosophical Research to Empirical Research:Paradigm Shift in Education Equity Research

本研究以中国社会科学引文(CSSCI)数据库收录的2010—2019年间教育公平论文共计932篇为研究对象,运用CiteSpace可视化软件工具,探索近十年以来我国教育公平研究的进展,分析教育公平研究范式的转型。从教育公平研究的主题来看,从重视宏观输入公平转向重视微观过程公平;从教育公平研究方法的维度来看,从思辨研究走向实证研究;从教育公平研究主题与研究方法的相关性来看,教育输入中的财政投入及资源配置、教育机会中的背景因素、教育过程公平中的课程及教学资源、教育产出公平中的个人产出均与实证范式呈现显著相关性。在新的时代,教育公平研究借助实验经济学范式、地理学科的空间分析范式、更深层次的实证研究范式以及基于大数据的互联网技术,又拓宽了新的研究空间。

This paper analyzes 932 academic papers published in CSSCI databank and explores the development of educational equity research in China in recent ten years and analyzes the transformation of educational equity research paradigm through content analysis and coding research.Research findings:(1)the research topics of education equity shift from macro-equity research to micro-equity research;(2)the research method of education equity shift from philosophical research to empirical research;(3)looking at the correlation between research topics and methods,empirical research is strongly related to resources distribution in input equity,context factors in access equity,curriculum and pedagogical materials in process equity,and individual output in education output equity.The new education equity research methods include experimental economics,geographic information system,educational ethnography,and information technology in education,etc.