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文化教育资源的公平分配是老年教育发展的基石与目标。随着终身教育理念的推广和这一新型教育体系的建构,公平问题越发值得关注和探讨。为了对其中的现象进行科学、详实的描述和分析,我们以上海老年人为调查对象开展了一系列实证调研,由此发现,不同阶层、不同居住区域与不同社会身份的老年人群在参与学习活动的过程中往往会表现出行为及观念的分化与差异。从这些差异中,进一步观察和思考老年教育公平问题的内涵、本源和解决之道,以期为今后老年教育资源的均衡配置提供合理化的建议。
The fair distribution of cultural and educational resources is the cornerstone and goal of education for the elderly. With the popularization of the concept of lifelong education and the construction of this new education system, the issue of fairness deserves more attention and discussion. In order to carry out a scientific and detailed description and analysis of the phenomena, we conducted a series of empirical research with the elderly in Shanghai as subjects, and found that elderly people of different social strata, living areas and social identities are involved in learning activities The process often shows the differentiation of behavior and ideas and differences. From these differences, we should further observe and reflect on the connotation, origin and solution of the issue of education equity in the elderly, with a view to providing reasonable suggestions for the balanced allocation of education resources for the elderly in the future.