影子教育比较研究的历史回顾与未来展望

张薇; [英]马克•贝磊（Mark Bray）

doi:10.16382/j.cnki.1000-5560.2020.11.002

影子教育比较研究的历史回顾与未来展望

doi: 10.16382/j.cnki.1000-5560.2020.11.002

1.
华东师范大学教育学部课程与教学研究所
2.
华东师范大学教育学部，上海 200062

基金项目: 上海市浦江人才计划资助项目“校外培训市场规范发展的国际经验与中国实践”（2019PJC037）；上海市立德树人人文社科重点研究基地重大项目“校外教育分类管理模式研究”

①在本文中，“比较”一词是指国际或跨国研究，虽然单一国家内部也可进行比较。
②1999年的专著实际上起源于作者此前更早的兴趣与研究，特别是针对东亚基础教育阶段家庭成本的研究。
③这些语言为阿塞拜疆语、汉语、波斯语、法语和日语。
④除英文版外，2009年的专著还被译为阿拉伯语、亚美尼亚语、阿塞拜疆语、孟加拉语、汉语、波斯语、法语、格鲁吉亚语、印地语、卡纳达语、韩语、蒙古语、尼泊尔语、波兰语、葡萄牙语、僧伽罗语、西班牙语、泰语、乌尔都语和乌兹别克语出版。
⑤这一名称自2003年起沿用至今。1995年的名称为“第三次国际数学和科学研究”，1999年是“第三次国际数学和科学研究——再研究（TIMSS-R）”。
⑥他们还提到终身学习领域，但却只引用了该领域的一项研究（Ozaki，2015）。该研究是基于对10-18岁学生的访谈，且在题目中明确提到“塾中的童年”，因此该研究是否能被归类为终身学习领域还有待商榷。
⑦TIMSS也收集了科学学科的数据，但Baker et al.的研究只针对数学学科。
⑧这四个国家和地区分别为韩国、罗马尼亚、菲律宾和中国台湾。Song et al.并没有提出有说服力的证据来证明这四个国家和地区都确实有着很高的补习参与率。罗马尼亚和菲律宾的情况尤其值得怀疑。关于罗马尼亚，他们先是引用了联合国教科文组织（1994）的估测：12年级城市学生和农村学生的补习参与率分别为58%和32%（p. 129）；但是，此后又引用了一份2011年的报告：城市儿童和农村儿童的补习参与率分别为27%和7%（p. 137）。针对菲律宾，他们仅仅提到“许多菲律宾学生通过参加补习中心的课程或者聘请私人补习老师来备考，并确保他们能被名校录取，与补习中心这类结构化校外活动的增长保持一致”（p. 129）。
⑨2016年，Buchmann et al.论文发表六年后，SAT官方该测试做出调整，以加强其与官方高中课程间的一致性。
⑩这些特刊包括：Asia Pacific Education Review，11（1），2010；Journal for Educational Research Online，6（1），2014；Asia Pacific Journal of Education，34（4），2014；ECNU Review of Education，2（1），2019；Orbis Scholae，14，2020。另有两辑特刊将于2021年出版：Hungarian Educational Research Journal，10，2021以及ECNU Review of Education，4（3），2021。
⑪作者可以举出许多例子，但不愿宣传质量堪忧和误导读者的文献。
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出版历程
- 网络出版日期: 2020-11-13
- 刊出日期: 2020-11-13

Comparative Research on Shadow Education: Historical Developments and Future Directions

Zhang Wei¹,
Mark Bray²

1.
Institute of Curriculum and Instruction, Faculty of Education, East China Normal University
2.
Faculty of Education, East China Normal University, Shanghai, 200062, China

摘要

摘要: 本文回顾了本世纪初二十年间的课外补习研究，即广为人知的影子教育研究。尽管在1999年前已有少数零散的、国家及地区层面的相关文献，本文将1999年发表的首项影子教育全球研究报告作为影子教育研究领域的起点。从那时起至今的20年间，影子教育研究发展显著，这增进了对不同文化之间共性与差异的理解，加深了各界对此现象的认识。相关研究从早期对影子教育发展版图的绘测和对影子教育需求影响因素的分析，发展为教育生态系统框架下更加深入的社会学、经济学分析，同时也加强了对研究方法的关注。影子教育的未来研究议程需要与时俱进，例如关注技术的影响，并加强跨学科研究以探索更为广阔的领域。未来研究也需要持续关注相关定义及研究方法。
- 比较研究 /
- 影子教育 /
- 课外补习/校外培训 /
- 历史 /
- 未来教育
Abstract: This paper reviews research on private supplementary tutoring, widely known as shadow education during the first two decades of the present century. It takes as its starting point the first global study of the phenomenon, published in 1999, despite some scattered national and subnational literature before 1999. During the initial two decades, great expansion of the research on shadow education brought more depth and stronger awareness of commonalities and differences in different cultures. From initial mapping and identification of factors shaping demand came work on ecosystems with deeper sociological and economic analyses, together with greater attention to research methods. The agenda ahead will need to keep up with the changing times, e.g., through the impact of technology, and develop stronger interdisciplinarity to explore additional domains. It will also need continued attention to definitions and methods.
- comparative analysis /
- shadow education /
- private supplementary tutoring /
- history /
- future education
注释:

1) ①在本文中，“比较”一词是指国际或跨国研究，虽然单一国家内部也可进行比较。

2) ②1999年的专著实际上起源于作者此前更早的兴趣与研究，特别是针对东亚基础教育阶段家庭成本的研究。

3) ③这些语言为阿塞拜疆语、汉语、波斯语、法语和日语。

4) ④除英文版外，2009年的专著还被译为阿拉伯语、亚美尼亚语、阿塞拜疆语、孟加拉语、汉语、波斯语、法语、格鲁吉亚语、印地语、卡纳达语、韩语、蒙古语、尼泊尔语、波兰语、葡萄牙语、僧伽罗语、西班牙语、泰语、乌尔都语和乌兹别克语出版。

5) ⑤这一名称自2003年起沿用至今。1995年的名称为“第三次国际数学和科学研究”，1999年是“第三次国际数学和科学研究——再研究（TIMSS-R）”。

6) ⑥他们还提到终身学习领域，但却只引用了该领域的一项研究（Ozaki，2015）。该研究是基于对10-18岁学生的访谈，且在题目中明确提到“塾中的童年”，因此该研究是否能被归类为终身学习领域还有待商榷。

7) ⑦TIMSS也收集了科学学科的数据，但Baker et al.的研究只针对数学学科。

8) ⑧这四个国家和地区分别为韩国、罗马尼亚、菲律宾和中国台湾。Song et al.并没有提出有说服力的证据来证明这四个国家和地区都确实有着很高的补习参与率。罗马尼亚和菲律宾的情况尤其值得怀疑。关于罗马尼亚，他们先是引用了联合国教科文组织（1994）的估测：12年级城市学生和农村学生的补习参与率分别为58%和32%（p. 129）；但是，此后又引用了一份2011年的报告：城市儿童和农村儿童的补习参与率分别为27%和7%（p. 137）。针对菲律宾，他们仅仅提到“许多菲律宾学生通过参加补习中心的课程或者聘请私人补习老师来备考，并确保他们能被名校录取，与补习中心这类结构化校外活动的增长保持一致”（p. 129）。

9) ⑨2016年，Buchmann et al.论文发表六年后，SAT官方该测试做出调整，以加强其与官方高中课程间的一致性。

10) ⑩这些特刊包括：Asia Pacific Education Review，11（1），2010；Journal for Educational Research Online，6（1），2014；Asia Pacific Journal of Education，34（4），2014；ECNU Review of Education，2（1），2019；Orbis Scholae，14，2020。另有两辑特刊将于2021年出版：Hungarian Educational Research Journal，10，2021以及ECNU Review of Education，4（3），2021。

11) ⑪作者可以举出许多例子，但不愿宣传质量堪忧和误导读者的文献。

HTML全文

图 1 影子教育比较研究三十年研究重点

下载: 全尺寸图片幻灯片

图 2 影子教育模式的多样性

下载: 全尺寸图片幻灯片

图 3 影子教育政策的五维分析框架

下载: 全尺寸图片幻灯片

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