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本文首先讨论高考的起源，其次从高考公平、新高考公平及利益相关者视角进行讨论，接着对高考、公平、高考公平、利益相关者等核心概念进行界定，最后讨论通过质性研究构建起的高考综合改革试点省份利益相关者视域中新高考公平性问题研究的理论框架问题。

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CommonID:DIR_71401991,ID:12126668,SiteID:14,Type:chapter,Code:null,ParentId:0,InnerCode:670977,name:第二章 高考公平性的理论透析,ShortName:,SubName:,EnTitle:,EnShortTitle:,EnSubTitle:,Level:0,BookId:12126633,AbstractCH:高考制度是高等教育资源分配的机制，一般来说，接受高等教育的人在社会资源分配中占有优势，因此，高考公平性与社会资源分配机制密切相关。同时，高考改革“牵一发而动全身”，高考改革会对社会制度产生直接的影响，这就需要在社会场域中分析高考公平问题。新一轮高考综合改革是对高等教育资源的再分配，分配规则受制于社会资源分布状况和社会总体价值导向，从社会正义的视角看待新高考公平性问题，可以从更加宏观的理论视角和社会结构体系中审视高考制度。社会正义论从功利主义、自由主义到社群主义的发展脉络，及其关于公平与正义等基本观点，为解读新高考公平性提供了一种理论视角。,AbstractEN:,KeyWords:633938,6499,64302,64057,EKeyWords:633940,59019,58540,64059,SubjectWords:,LiteratureId:12126667,Fileref:null,OrderFlag:0,IsLeaf:N,PubDate:null,FindDate:null,IssueDate:null,DocType:null,ProductSeries:null,Doi:null,InstanceID:0,MinNodeSearch:Y,XmlID:b120200801X20194247001_000_002,Prop1:null,Prop2:null,Prop3:null,prop4:null,AddUser:admin,AddTime:2020-11-12 13:31:36.0,ModifyUser:Admin,ModifyTime:2023-10-07 19:37:15.0,HitCount:15,ShowType:putong,LogoID:0,PdfID:12126670,DownCount:12,AuthorInfos:,BookPublishDate:2020-08-01 00:00:00.0,SearchTitle:我国高考公平性的理论透析,ISBN:978-7-5201-6915-8,BookTitle:新高考公平性及其实践路径研究,BookStatus:7,AllowDownload:Y,BookVersionNum:,researchorg:,CopyRightDate:null,ExcellentPeriod:,PrizeLevel:,IsExcellence:N,ContentClass:,IsDisabled:N,SearchTitle_2:我国高考公平性的理论透析,_RowNo:3

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本文主要讨论我国高考公平性的价值变迁，首先讨论了高考改革价值取向的变迁，其次讨论了高考公平实践逻辑的演变。

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本文主要讨论新高考的实施效果，首先分析了高考改革的成效。由于新一轮高考改革实施以来，对高考改革的争议与质疑就一直存在，因此本文对所存在争议进行分析，并且进行反思。

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新一轮高考改革在增加农村和贫困地区学生上重点大学的人数、缩小中西部地区高考录取率的差距、取消录取批次、实施平行志愿录取等方面，增加社会处境不利学生的入学机会，增加高校与学生的双向选择权，减少高校因身份固化而带来的不公平竞争方面卓有成效，可以说提高了新高考的公平性。笔者通过分析对浙江、上海、山东、北京四省份教师群体发放的932份调查问卷发现，67.5%的被调查者认为我国现行高考制度“非常公平”或者“比较公平”，47.5%的被调查者认为新一轮高考改革“充分反映”或者“较好反映”了人们对高考的公平诉求，高考公平性得到普遍认可。但部分被调查者对新高考依然存在不公平的感受，11.5%的被调查者认为高考制度“比较不公平”或者“非常不公平”，8.7%的被调查者认为新高考“没有反映”或者“较少反映”人们的公平诉求。

因此，从政策研究的角度来说，关注人们的公平诉求与感知，呈现新高考公平性问题和争议也尤为必要。从利益相关者的视角来看，新高考的公平性感知集中在招生计划的公平性、考试内容的公平性、考试形式的公平性以及招生录取方式的公平性四个方面。从对高考改革的跟踪研究发现，改革利益相关者对新高考公平性问题的感知，也成为新一轮高考综合改革实施过程中政策调整的依据，为后续改革省份方案的调整以及出台相应的政策保障措施提供了借鉴。

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新旧体制交替之际，原有运行模式包括社会制度、资源配置、体制机制、群体和个体的行为模式等都有一定的惯性。客观上来讲，现有的资源配置难以满足新改革的要求，比如适应选课走班制的师资、教室等资源配置不足；主观上来讲，个体行为选择的趋利避害，使其会最大限度地获取稀缺的优质高等教育资源等。关键是要在总体改革趋势不变的前提下，在新旧模式之间寻找到一个平衡点。高考改革的现实基础决定了新高考公平性问题的策略选择。

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