A Study On The Fairness Of Shadow Education In Junior Middle School

Shadow education,also known as extra-curricular tutorial or extra-curricular tutoring.In recent years,it has expanded rapidly in the field of education in our country.To a certain extent,it makes up for the deficiency of school education,and at the same time,it also squeezes the dominant position of school education,which has a new impact on the overall educational fairness of compulsory education.Therefore,paying attention to the fairness of shadow education plays a key role in promoting the overall educational equity.In the stage of compulsory education in China,the group of junior middle school students is more representative in academic competition pressure,course learning difficulty,degree of mental maturity and degree of deepening of interests and hobbies.This study takes the group of junior middle school students in China as the research object,in order to better explore the current situation of the fairness of shadow education and its related impact.Based on the three levels of educational equity(starting point equity,process equity and result equity),this study attempts to construct the three levels of shadow educational equity(opportunity equity,investment equity and result equity)to form a relatively complete research chain.Family capital has been playing an important role in the study of shadow educational equity.At present,scholars can generally understand the impact of different dimensions of family capital(economic capital,cultural capital and social capital)on the access to shadow education(opportunity and investment),but there is still a lack of detailed classification and discussion on the heterogeneity of the impact results.Based on the family capital theory,the effective maintenance of inequality theory and the resource dilution theory,this paper analyzes the previous studies and puts forward the corresponding analysis framework and research hypothesis.As a result,the research results not only show the overall trend of the influence of family capital on the acquisition of shadow education,but also test the heterogeneity of classified samples from the course nature of shadow education(course guidance and art interest)and the urban-rural characteristics of different levels of economic development(urban and rural).It enriches and expands the relevant empirical research conclusions of family capital on shadow education,and has a more vivid understanding of the fairness of shadow education.In the study of the fair at the same time,this study discusses the opportunity of shadow education in detail and the investment intensity to the students' cognitive ability(On the one hand,selecting the learning of life cultivation abstract cognitive ability.On the other hand,it is to selectthe learning period can intuitively reflect the cognitive abilities of explicit variable,namely the students to the number of standardized test scores,and into the model in the form of combination between subjects,to reflect the tutorial "squeezing out effect")between the subjects and the cognitive ability(curiosity,creativity,reaction,expressive)caused by the differences.This study adopts the quantitative research method and takes the baseline data of junior middle school education follow-up survey in China as the required analysis data.Through the binary logit model,Tobit model,OLS regression,propensity score matching(PSM)and instrumental variables(IV),from chapter 5 to chapter 7,respectively,the questions of "who can get the opportunity to study","who can get more input in study" and "whether study is helpful for the improvement of cognitive ability and non-cognitive ability" are discussed.Core research conclusion can be outlined as a "family of all kinds of capital between students in different extent influence the urban and rural education opportunities,and the shadow of input intensity,the threshold 'opportunity' and'intensity difference is further applied to influence the results,the junior middle school students cognitive ability(including the subject grades)and the cognitive ability was improved by the shadow education,causing 'tutorial and no tutorial','more tutorial and less tutorial' as a result of less unfair."The specific research conclusions are as follows: on the one hand,in the conclusion of the influence of family capital on shadow education opportunity acquisition and investment intensity,First,in terms of economic capital,the economic condition(subjective)of family self-assessment has a positive prediction effect on the acquisition and investment intensity of children's tutoring opportunities;The occupational class of both urban parents(objective)has a positive influence on the opportunity of children's tutoring,and the "effective maintenance of inequality(EMI)" effect is more prominent.However,in terms of input intensity,the occupational class of the father's side plays a more significant role than the occupational class of the mother.In the rural families where the traditional gender concept is stronger,the male parents who have more say still play a core role in the choice of education(opportunity and investment).Second,in the aspect of cultural capital,in the form of institutionalization,mother's degree can play a stable reference role in family education choice(opportunity and investment);In terms of internalization,the more parents agree that shadow education is helpful to the improvement of academic performance,the easier it is for children to get the opportunity of tutoring,and the greater the investment intensity;In the form of objectification,the more books a family has,the more likely it is for children to get tutoring opportunities.Meanwhile,it has a positive impact on the intensity of artistic interest tutoring in urban families.Third,in terms of social capital,external social capital(the interaction between parents and teachers)has a positive prediction effect on the acquisition of children's tutoring opportunities,but has no significant impact on the investment intensity;In internal social capital,the number of children has a significant predictive effect on the acquisition of remedial opportunities,and the resource dilution effect is more obvious in the acquisition of opportunities,but has no significant effect on the intensity of investment,indicating that after passing the "opportunity threshold",the investment advantage of remedial education for only children is no longer;The more strict the urban parents' learning expectations are,the more likely the children are to get tutoring opportunities,and the greater the investment intensity is.The more relaxed the urban parents' learning expectations are,the more likely the children are to get art interest tutoring opportunities,and the greater the investment intensity is;The more time parents participate in education,the easier it is for their children to get tutoring opportunities,and the less investment in tutoring.On the other hand,in the conclusion of the influence of shadow education opportunity acquisition and investment intensity on outcome equity,the participation in course tutoring and the increase of investment intensity play a promoting role in the improvement of abstract cognitive ability.Participation in remedial tutoring helps to improve students' performance in different subjects,but there is a "crowding out effect" among subjects.The improvement effect of math or English is the best when there is separate tutoring for math or English,and there is no obvious help for the improvement of math or English when there is tutoring for other subjects at the same time.The participation in language tutoring has no obvious effect on the improvement of Chinese language performance;Taking part in art interest tutoring is helpful to improve students' non-cognitive ability,but the effect of the intensity of tutoring is not obvious.In addition,the study found that increasing the intensity of subject tutoring input could not have a positive effect on academic performance,and even have a negative effect.The application value of this research conclusion lies in that it can find an appropriate and accurate positioning for the majority of families to shadow education,and blind multiple participation and crazy investment will often backfire.Finally,this study analyzes the research conclusions in combination with relevant theories,and conducts dialogue with existing domestic research results,so as to form theoretical knowledge and practical experience with the localization of shadow education.At the same time,this study does not intend to justify the ever-changing curriculum guidance classes and art interest classes,nor does it blindly criticize the curriculum guidance classes and art interest classes,but attempts to acknowledge that as a key link affecting the overall educational fairness,the fairness of shadow education needs to be paid enough attention to.This study suggests that,in the long run,reconstructing the inherent educational function of family capital,strengthening the supply of mainstream school education and relocating shadow education are the top priorities to solve the equity differences in shadow education;In recent years,under the precondition that shadow education activities consistent with the laws of market economy have been existing,we should be vigilant to curb the social reproduction function of shadow education and the generation transmission effect of education in a timely manner,and pay attention to the educational equity interests of vulnerable family capital groups.