信息化促进基础教育公平的发展指数研究

A Study on the K-12 Education Equity Development Index Promoted by Informatization

信息化是促进基础教育公平的重要手段,但目前还缺乏可操作的评估方案对其成效进行评估。对此,本研究首先从解析新时代教育公平的内涵入手,提出了可用于统计分析的操作性定义、勾勒了优弱势群体画像,并研制了信息化促进基础教育公平发展的评估模型,模型包括3个体现公平需求的一级范畴、13个技术可有所作为的二级维度和28个体现有质量之公平理念的三级指标。其次,通过德尔菲法和层次分析法探究模型各级指标的适切性和权重,形成了对应的评估指标体系,并构建了用于计算教育公平发展指数的数学模型,模型采用三元组(Q,IEI,IQEI)的指数形式以体现“优质”与“均衡”并重的新时代教育公平内涵。最后,通过分层抽样调查了我国东中西部8个省47个区县的126所学校,探明了信息化促进不同地区教育公平发展情况:第一,信息化促进不同地区的教育公平在“均衡”方面表现优异;第二,在“有质量的公平”上达到了一般水平,但还不尽如人意,特别是在“个性教学服务”上表现不佳;第三,历经新冠疫情一役,不同地区的学校都已能够很好地提供多通道应急学习保障,并事后与校内课堂教学无缝连接;第四,不同地区学生的数字访问差异虽然很小,但因学生在校可上网学习的设备单一,这类鸿沟并没有真正弥合。为改善现状,本研究提出各地区应重点维持条件保障、酌情发展个性服务、定期监测资源公平,三管齐下提升公平指数。

Informatization is an important means of promoting K-12 equity,but there is still a lack of operational measurement schemes to evaluate its effectiveness.In this regard,we start by analyzing the connotation of equity in education in the new era,put forward an operational definition that can be used for statistical analysis,and construct an evaluation model of K-12 equity development promoted by informatization.This model consists of 3 first-level categories reflecting educational equity demands,13 second-level dimensions in which technology can make a difference,and 28 third-level indicators embodying the concept of“equity with quality”.Afterward,the appropriateness and weight of the indicators at each level of the model are further explored through the Delphi method and hierarchical analysis,a corresponding measurement indicator system is formed,and a mathematical model for calculating the K-12 equity development index is constructed.This model adopts the index form of the triad(Q,IEI,IQEI)to reflect the ideas of education equity in the new era which emphasizes the balance of“quality”and“equalization”.Finally,the K-12 equity development promoted by informatization among different regions was explored through a stratified sample of 126 schools in 47 districts in eight provinces in east,middle,and west China.It is found that:1)The performance of informatization for“equalization”among different regions is excellent;2)The performance of informatization for“equity with quality”among different regions has reached an average level but not all is satisfactory,especially in“personalized teaching services”,its performance is poor;3)After the COVID-19 epidemic,each region has become well equipped to provide multi-channel emergency learning coverage and seamlessly connect to in-school classroom teaching after the fact;4)Although the differences in digital access among different regions have been minimal,this type of divide has not been bridged because there is only a single device that allows students to learn online at school.To improve the status quo,we suggest each region should focus on the three-pronged approach of maintaining achievements in basic conditions of education,developing equity in personalized teaching services as appropriate,and regularly monitor achievements of informatization in facilitating quality-oriented resource support.