教育过程公平视域下基础教育资源配置的现实困境与优化路径——基于四川省1012份多维感知问卷的实证社会学分析

Practical Challenges and Optimization Strategies for Basic Education Resource Allocation from the Perspective of Educational Process Equity—An Empirical Sociological Analysis Based on 1012 Multidimensional Perception Questionnaires in Sichuan Province

摘要: 随着基础教育迈向优质均衡发展新阶段，教育公平的核心议题正由资源总量均等转向教育过程公平与公众获得感。本研究立足教育社会学与公共政策视角，基于四川省的1012份有效问卷，从经费结构、师资生态和政策执行三个维度展开实证分析。研究发现，当前基础教育资源配置存在明显的“重硬件、轻师资”倾向，教师非教学性事务负担过重，基层政策落实还面临财政配套不足、部门协同不畅及监督乏力等现实障碍。基于此，本文提出推动财政投入向人力资本倾斜、完善教师减负机制、健全多元协同与阳光监督体系等优化路径，以促进基础教育由形式均等迈向实质公平。

Abstract: As basic education enters a new phase of high-quality and balanced development, the core concern of educational equity is shifting from the equal distribution of total resources toward equity in the educational process and the public’s sense of gain. Anchored in the perspectives of educational sociology and public policy, this study draws on 1012 valid questionnaires from Sichuan Province to conduct an empirical analysis across three dimensions: funding structure, teacher ecology, and policy implementation. The findings reveal a pronounced tendency in current basic education resource allocation to prioritize physical infrastructure over the teaching workforce, alongside excessive non-instructional workloads for teachers and substantial obstacles at the grassroots level—including insufficient fiscal matching funds, weak interdepartmental coordination, and inadequate oversight. In response, this paper proposes targeted pathways for optimization, such as reorienting fiscal investment toward human capital, strengthening mechanisms to alleviate teacher burdens, and enhancing pluralistic coordination and transparent oversight systems, with the aim of advancing basic education from formal equality toward substantive equity.