【作者简介】沈洪成，河海大学社会学系

【文章来源】《社会学研究》2023年第4期

【内容提要】本文以新城区建设中的学校变动为案例，探究学校层级化的机制。“高位均衡”是大城市的教育发展目标，但又要面对打工群体、工薪群体和中产群体分割教育资源的问题。从教育资源配置上看，大城市居住格局分化，学校生源层级化，不同家庭的教育选择强化生源的同质性。从课程知识体制上看，中国基础教育以学业绩效为中心建构起来，课程和评估相对统一，而教学趋于分化。资源配置与知识体制相互强化，导致学校层级化。

【关 键 词】新城区建设；教育资源配置；课程知识体制；层级化

【项目基金】本文是国家社会科学基金项目“中职学生教育经历的群体差异及其不平等效应研究”（项目编号：22BSH018）的阶段性成果。

【全文链接】http://shxyj.ajcass.org/Magazine/?Year='2023&Issue=4

What Makes Schools Stratified? A Case Study of School Deployment in an Urban District

Abstract：Based on the case of school deployment during the construction of new urban districts, this study explores the mechanism of school stratification. “High-level equalization” is a major goal for metropolitan educational development. However, the problem that educational resources among the working, wage and middle class groups are divided remained the same. In terms of educational resource allocation, the stratification of residential spatial pattern brings about the hierarchy of sources of students among schools, which collaborates with the school choice of families, further leads to the homogenization of students. In terms of curriculum knowledge systems, basic education in China is constructed around academic performance, which leads to the unification of curriculum and evaluation, while the pedagogy remains differentiated. The mutual reinforcement between resource allocation and knowledge system leads to the stratification of schools.