过程视阈下的优质高等教育机会城乡差异及矫正措施的实证和政策研究

This project is basically focused on quantitative description of rural students’ academic achievements, statistical identification of external hindrances to their successful academic development and comparative exploration of potential strategies for improving. Based on existing empirical findings related internationally and domestically, the essential theoretic hypotheses of this project are formed as following three. Firstly, the rural students’ academic achievements are totally lower than those of their urban counterparts. Secondly, their lower academic achievements mainly result from poor system of current educational supports. Thirdly, appropriate positive policies have substantial influences on rural students’ learning motivation, learning behavior and learning outcomes and therefore can reduce academic inequality..In order to obtain a similar number of samples of special-plan rural students, various types of other rural students and urban students, multiple sampling methods are simultaneously used. These methods include the purposive, the matching and the simple random stratification and the purposive sampling is centered one. Planned data-collection designs are a combination of cross-sectional study, panel study and approximating longitudinal study, with central logics of quasi-experiment. The academic achievements of different kinds of students from heterogeneous socioeconomic backgrounds are main dependent variables: summative learning outcomes, value-added learning outcomes and the tendencies of academic development from the beginning to the end of both whole undergraduate period and each academic year. The primary independent variables are educational supports, especially campus-based ones and personal residential attributes. The educational supports are roughly divided into two big categories: the acquired and the expected. The availability and the acquisition of educational supports, the sub-categories and the amount of the educational supports acquired are considered as quasi-experimental treatments. The variations of the summative learning outcomes and the variations of the value-added learning outcomes are statistically compared through MANOVA. The statistical influences of the independent variables are inferentially identified through MALR. The differences of developmental trends through four years of undergraduate study among various student groups are comparatively verified through DID. In order to embody the quantitative results of the aforementioned statistics, the interviews of triangulation are also applied systematically in data collection and analytical process to deepen subjective understanding of objective facts and causal relations between independent variables and dependent ones. Based on the mainly-quantitative evidences from the survey study and drawing on the successful experiences of other modern countries such as USA and Japan, this project is finally aimed to design an array of reformative policies to strengthen the educational-support system in institutions of elite higher education in China, which is originally targeted at assisting rural students but still has some evident unexpected weaknesses..

研究核心是重点高校农村籍本科生的学业成绩、发展阻碍和改善对策。在9所重点高校，结合匹配法和分层随机等额抽样法，主要使用目的抽样法，获得农村专项生、其他各类农村户籍和城市户籍的本科生样本。采取近似历时设计、同期面板设计和跟踪设计，在预定的不同调查时间节点，通过包含量表的问卷获得不同组群的学业成绩（学习成果、成长增值和阶段趋势）、教育支持获得、教育支持期待、个人属性等。校内教育支持获得的有无、数量和质量为主要的“准实验”因素。运用多因素方差分析比较学习成果和成长增值的组间差异，运用双重差分法分析城乡大学生成长过程中的阶段趋势的组间差异，运用多元回归分析确定组间差异的影响因素。采取三角互证法进行深度访谈，获得当前农村资优生培养中的现状特征、当前支持体系的主要缺陷和相应对策的具体认识，并与统计结果相印证。在确认农村专项生、其他农村户籍学生和城市户籍学生的学业成绩差异、教育支持对学业成绩的影响、教育支持缺失现状后，借鉴日美等国的经验，提出促进重点高校农村学生最大化成长的综合支持体系建设对策。

21世纪以来，我国高等教育经大众化而普及化。随之而来的是，重点高校（以“双一流”高校为代表）农村籍本科生趋少。社会各界对此强烈担忧。为回应社会关心，自2012年起，政府逐步确立“国家专项”、“高校专项”和“地方专项”等招生倾斜政策，以扩大重点高校农村生比例。然而，此后有研究发现，重点高校农村生的学业发展并非尽如预期。如若确实如此，则政策效果存疑。为此，本课题通过实证，试图精确把握重点高校农村生学业发展特征、发现其中的关键问题和寻找相应完善策略。.9所样本重点高校调查的主要发现概括如下。第一，农村生占比约15%-30%。因高校和学科而略有变化。尽管该数字仍低于其人口占比，但远高于既有研究结果。而且，其中农村专项生占比超半数。这体现出倾斜政策对精英高等教育公平的明显促进。第二，农村生与城市生的学业发展水平实际难以简单判定优劣。如仅以GPA为指标，农村生自始至终均低于城市生，但二者差距逐渐缩小。如以“挂科”数量为指标，则城乡之间仅在新生期存在较小差异，其他阶段无明显差异。如进而考虑上述指标之外的指标，如与高阶思维密切相关的深层学习，则二者差异趋于消失。如再考虑到普及化阶段非常重视的学习体验即综合感受，如学习满意度，则会偶见农村生反而高于城市生的“反常”现象。第三，高校对本科生的教育资助和支持在数量和类型上极为丰富。尽管这可能与其处于高教体系的较高层次和所在地区富裕程度有关，但也多少出乎意料。不过，物尽其用程度尚显不足。供求双方对此皆有责任：高校明显缺乏促进体系功能最优发挥的自觉意识及有效施策；农村生则略微缺乏主动利用现有体系以促进自我最大化发展的积极意识。第四，从上述结果可引出核心对策：宜多从正面评价倾斜政策并逐步扩大其规模；尽快改变通行的本科生学业评价的单一标准，使之利于多样化本科生多元发展；府学协调一致，最大程度地促进教育支持的体系优化和功能一体化，并强调农村生的积极向学心态的重点培养。

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