摘 要
我國城市高中生教育補習的現象已十分普遍，這類教育形式依附于主流教育存在，被稱為主流教育的“影子”.目前我國學術界缺乏對這類教育現象的專門研究，對教育補習的規模、強度、支出、影響等信息缺乏了解，對教育補習的影響因素也缺乏探究?；谝陨显?，本研究通過對江西省三個地區的六所高中抽樣問卷調查所獲數據的統計分析，得出了如下結論：
從補習的現狀上來看，江西省有 43%的高中生參加了教育補習，補習最多的科目是數學、英語和物理；江西省高中生的平均補習強度是 4.17 小時/周，重點高中的學生無論在補習時間上還是補習的科目數量上均大于普通高中；江西省高中生的平均補習支出大約為 1000 元/月，高三階段的補習強度雖不是最高，但高三階段的補習支出最大；江西省地級市及縣級市的學生多選擇去任課老師家補習，省會城市的學生則較多選擇參加輔導機構的教育補習；高中生參與教育補習的原因主要為了提高考試的競爭力；教育補習的參與主體對教育補習的評價大都是積極的，大部分學生認為補習對自己的成績有所助益。
從教育補習的影響因素上看，“城市類型”、“學校類型”、“父親學歷”、“母親學歷”、“家庭收入水平”、“父母對學業的期望”、“自己對學業的期望”、“父母的有效指導”、“父母對補習的態度”及“學生對補習的態度”等十個因素對教育補習的參與機率有顯著的正影響?！澳昙墶?、“城市類型”、“父親學歷”、“母親學歷”、“家庭收入水平”、“父母對學業的期望”、“自己對學業的期望”、“父母的有效指導”、“父母對補習的態度”和“自己對補習的態度”等十個因素對教育補習的支出有顯著的正影響。
教育補習對主流教育、社會及經濟產生了深遠的影響。教育補習在滿足學生多樣化教育需求的同時也對主流教育產生消極影響；補習創造了就業機會，推動了經濟的發展，但也成為政府難以監管的地帶；社會經濟地位高的家庭可能占據更多的優質的補習資源也造成了社會的不平等。
關鍵字：教育補習；影子教育；高中；影響因素
ABSTRACT
It is quite common that urban senior high school students take private tutoring inChina. Such an educational form exits by attaching itself to the mainstream education,which is called as the “shadow” of mainstream education. Currently, the academiccircle in our country lacks specific researches on such an educational phenomenon,lacks the understandings about the scale, strength, expenditure and influence ofeducational tutoring, and also lacks explorations about the factors affecting theeducational tutoring. Based on the above reasons, by statistical analysis on the datadrawn from questionnaires of 6 senior high schools sampled from three regions inJiangxi, it gets the following conclusions:
From the current status of private tutoring, there are more than 40% senior highschool students in Jiangxi who take part in the private tutoring after class. Theymostly take extra lessons of maths, English and physics; the average tutoring intensityof senior high school students in Jiangxi is 4.17 hours per week. No matter in theaspect of tutoring time or the number of tutoring disciplines, those of students in keysenior high schools are all larger than those of students in normal senior high schools.
The average expenditure of private tutoring is about 1000 yuan/month. Although thetutoring intensity in Senior Grade Three is not the highest, the expenditure is just thelargest. Most senior high school students choose to take private tutoring at home oftheir own teachers. Students in provincial capitals mostly choose to take privatetutoring in tutoring organizations. As the reasons why senior high school studentstake part in the private tutoring, it is mainly because of improving the competitivenessin exams. Most participants' appraisals of private tutoring are positive. Most studentsconsider that it is beneficial for their own achievements by taking private tutoring.
From the influential factors of private tutoring, ten elements have dominantlypositive influences on the probability to take part in the private tutoring, respectivelyare “type of city”, “type of school”, “educational background of father”, “educationalbackground of mother”, “income level of family”, “parents' expectations of theacademic performance”, “own expectations of the academic performance”, “effectiveguidance of parents”, “parents' attitude toward the private tutoring” and “students'attitude toward the private tutoring”. There are ten elements having dominantlypositive influences on the expenditure of private tutoring, respectively are “grade”,“type of city”, “educational background of father”, “educational background ofmother”, “income level of family”, “parents' expectations of the academicperformance”, “own expectations of the academic performance”, “effective guidanceof parents”, “parents' attitude toward the private tutoring” and “students' attitudetoward the private tutoring”.
Private tutoring has generated profound influences on the mainstream education,society and economy. In the meanwhile of satisfying diversified requirements ofstudents, the private tutoring has also generated negative influences on themainstream education. Private tutoring has created opportunities of employment andpromoted the economic development, but it has also become the zone which isdifficult for the government to supervise. Families having high social economicstatuses may occupy more high-quality tutoring resources and result in the socialinequality.
Key Words: private tutoring; shadow education; senior high school; influentialfactors
目 錄
第 1 章 引論
1.1 研究緣起
1.2 研究意義
1.3 概念界定
1.4 研究綜述
1.4.1 國內研究綜述
1.4.2境外研究綜述
1.4.3 已有研究的啟示
第 2 章 研究設計
2.1 研究方法
2.2 研究工具的設計
2.3 樣本的選擇
2.4 調查對象的基本信息
第 3 章 教育補習的基本情況描述
3.1 教育補習的規模
3.2 教育補習的科目
3.3 教育補習的強度
3.4 教育補習的支出
3.5 教育補習的形式
3.6 教育補習的效果與評價
3.6.1 補習的效果
3.6.2 補習的評價
3.7 教育補習的原因和動機
第 4 章 教育補習的影響因素
4.1 教育補習機率的影響因素分析
4.2 教育補習支出的影響因素分析
4.2.1 相關分析
4.2.2 多元線性回歸分析
4.2.3 個案分析
第 5 章 教育補習的影響
5.1 教育補習對主流教育的影響
5.1.1 教育補習對主流教師的影響
5.1.2 教育補習對學生的影響
5.2 教育補習對社會的影響
5.2.1 教育補習對學生群體壓力的影響
5.2.2 教育補習對社會平等的影響
5.2.3 教育補習對社會關系的影響
5.3 教育補習對經濟的影響
第 6 章 結語
6.1 研究結論
6.2 幾點建議
6.3 研究局限
6.4 研究展望
致 謝
參考文獻
我國城市高中生教育補習的現象已十分普遍，這類教育形式依附于主流教育存在，被稱為主流教育的“影子”.目前我國學術界缺乏對這類教育現象的專門研究，對教育補習的規模、強度、支出、影響等信息缺乏了解，對教育補習的影響因素也缺乏探究?；谝陨显?，本研究通過對江西省三個地區的六所高中抽樣問卷調查所獲數據的統計分析，得出了如下結論：
從補習的現狀上來看，江西省有 43%的高中生參加了教育補習，補習最多的科目是數學、英語和物理；江西省高中生的平均補習強度是 4.17 小時/周，重點高中的學生無論在補習時間上還是補習的科目數量上均大于普通高中；江西省高中生的平均補習支出大約為 1000 元/月，高三階段的補習強度雖不是最高，但高三階段的補習支出最大；江西省地級市及縣級市的學生多選擇去任課老師家補習，省會城市的學生則較多選擇參加輔導機構的教育補習；高中生參與教育補習的原因主要為了提高考試的競爭力；教育補習的參與主體對教育補習的評價大都是積極的，大部分學生認為補習對自己的成績有所助益。
從教育補習的影響因素上看，“城市類型”、“學校類型”、“父親學歷”、“母親學歷”、“家庭收入水平”、“父母對學業的期望”、“自己對學業的期望”、“父母的有效指導”、“父母對補習的態度”及“學生對補習的態度”等十個因素對教育補習的參與機率有顯著的正影響?！澳昙墶?、“城市類型”、“父親學歷”、“母親學歷”、“家庭收入水平”、“父母對學業的期望”、“自己對學業的期望”、“父母的有效指導”、“父母對補習的態度”和“自己對補習的態度”等十個因素對教育補習的支出有顯著的正影響。
教育補習對主流教育、社會及經濟產生了深遠的影響。教育補習在滿足學生多樣化教育需求的同時也對主流教育產生消極影響；補習創造了就業機會，推動了經濟的發展，但也成為政府難以監管的地帶；社會經濟地位高的家庭可能占據更多的優質的補習資源也造成了社會的不平等。
關鍵字：教育補習；影子教育；高中；影響因素
ABSTRACT
It is quite common that urban senior high school students take private tutoring inChina. Such an educational form exits by attaching itself to the mainstream education,which is called as the “shadow” of mainstream education. Currently, the academiccircle in our country lacks specific researches on such an educational phenomenon,lacks the understandings about the scale, strength, expenditure and influence ofeducational tutoring, and also lacks explorations about the factors affecting theeducational tutoring. Based on the above reasons, by statistical analysis on the datadrawn from questionnaires of 6 senior high schools sampled from three regions inJiangxi, it gets the following conclusions:
From the current status of private tutoring, there are more than 40% senior highschool students in Jiangxi who take part in the private tutoring after class. Theymostly take extra lessons of maths, English and physics; the average tutoring intensityof senior high school students in Jiangxi is 4.17 hours per week. No matter in theaspect of tutoring time or the number of tutoring disciplines, those of students in keysenior high schools are all larger than those of students in normal senior high schools.
The average expenditure of private tutoring is about 1000 yuan/month. Although thetutoring intensity in Senior Grade Three is not the highest, the expenditure is just thelargest. Most senior high school students choose to take private tutoring at home oftheir own teachers. Students in provincial capitals mostly choose to take privatetutoring in tutoring organizations. As the reasons why senior high school studentstake part in the private tutoring, it is mainly because of improving the competitivenessin exams. Most participants' appraisals of private tutoring are positive. Most studentsconsider that it is beneficial for their own achievements by taking private tutoring.
From the influential factors of private tutoring, ten elements have dominantlypositive influences on the probability to take part in the private tutoring, respectivelyare “type of city”, “type of school”, “educational background of father”, “educationalbackground of mother”, “income level of family”, “parents' expectations of theacademic performance”, “own expectations of the academic performance”, “effectiveguidance of parents”, “parents' attitude toward the private tutoring” and “students'attitude toward the private tutoring”. There are ten elements having dominantlypositive influences on the expenditure of private tutoring, respectively are “grade”,“type of city”, “educational background of father”, “educational background ofmother”, “income level of family”, “parents' expectations of the academicperformance”, “own expectations of the academic performance”, “effective guidanceof parents”, “parents' attitude toward the private tutoring” and “students' attitudetoward the private tutoring”.
Private tutoring has generated profound influences on the mainstream education,society and economy. In the meanwhile of satisfying diversified requirements ofstudents, the private tutoring has also generated negative influences on themainstream education. Private tutoring has created opportunities of employment andpromoted the economic development, but it has also become the zone which isdifficult for the government to supervise. Families having high social economicstatuses may occupy more high-quality tutoring resources and result in the socialinequality.
Key Words: private tutoring; shadow education; senior high school; influentialfactors
目 錄
第 1 章 引論
1.1 研究緣起
1.2 研究意義
1.3 概念界定
1.4 研究綜述
1.4.1 國內研究綜述
1.4.2境外研究綜述
1.4.3 已有研究的啟示
第 2 章 研究設計
2.1 研究方法
2.2 研究工具的設計
2.3 樣本的選擇
2.4 調查對象的基本信息
第 3 章 教育補習的基本情況描述
3.1 教育補習的規模
3.2 教育補習的科目
3.3 教育補習的強度
3.4 教育補習的支出
3.5 教育補習的形式
3.6 教育補習的效果與評價
3.6.1 補習的效果
3.6.2 補習的評價
3.7 教育補習的原因和動機
第 4 章 教育補習的影響因素
4.1 教育補習機率的影響因素分析
4.2 教育補習支出的影響因素分析
4.2.1 相關分析
4.2.2 多元線性回歸分析
4.2.3 個案分析
第 5 章 教育補習的影響
5.1 教育補習對主流教育的影響
5.1.1 教育補習對主流教師的影響
5.1.2 教育補習對學生的影響
5.2 教育補習對社會的影響
5.2.1 教育補習對學生群體壓力的影響
5.2.2 教育補習對社會平等的影響
5.2.3 教育補習對社會關系的影響
5.3 教育補習對經濟的影響
第 6 章 結語
6.1 研究結論
6.2 幾點建議
6.3 研究局限
6.4 研究展望
致 謝
參考文獻
