摘要
个体习得认知能力和非认知能力主要在于家庭教育和学校教育,揭示两种能力习得过程中所体现出来的公平性问题至关重要。基于CEPS的研究发现,家庭背景有显著正向影响子女的认知能力及非认知能力,且家庭文化资本作用大于经济资本;优质的学校教育软环境会显著正向影响学生的认知能力;学校越靠近中心城区学生能力越强;学校氛围、学校所在地区对家庭背景与学生能力有正向调节作用。因此,公共教育投入应加大对贫困家庭和落后地区的能力补足;引导和扶持贫困家庭投资文化资本;加大对民办教育的公共财政资助;并倡导学校向软环境建设,强调以素养和能力的教育导向。
The individual acquisition of cognitiveability and non-cognitive ability is chiefly determined by family education and school education andit is crucialto reveal fairnessintheacquisition process of two abilities.Researches based on CEPS indicate that family background has a significant positive impact on children＇s cognitive and non-cognitiveabilities.Moreover,family culture plays more important role than economic capital.High qualitysoft environment ofschool education positively impactsonstudents＇cognitive ability.The closerstudentsare to the center of the city,the stronger their abilities are;school atmosphere and school location have positive effects on the family background and students＇ability.Therefore,public education investment should be increased to supplement poor families and backward areas,guide and support poor households to invest in cultural capital.Public financial assistance for private education should be increasedand schools are encouraged to build soft environments,with emphasis on competencyoriented education.
作者
姚昊
叶忠
YAO Hao;YE Zhong(College of Education Science,Nanjing Normal University,Nanjing,Jiangsu,210097,PRC)
出处
《当代教育与文化》
北大核心
2018年第4期70-79,共10页
Contemporary Education and Culture
基金
全国教育科学"十三五"规划2016年度国家社科教育学重点课题"义务教育学校标准化建设研究"(AHA160006)的阶段性研究成果
2018年度江苏现代财税治理协调创新中心资助课题"江苏民办教育财政政策比较研究"(JSXT010)的阶段性研究成果
关键词
认知能力
非认知能力
学校教育质量
家庭背景
cognitive ability
non-cognitive ability
quality of school education
family background
