| 均衡发展:义务教育异化的超越 |
| |
| 引用本文： | 梁清.均衡发展:义务教育异化的超越[J].教育理论与实践,2006(21). |
| |
| 作者姓名： | 梁清 |
| |
| 作者单位： | 东北师范大学教育科学学院 吉林长春130024 |
| |
| 摘 要： | 我国的基础教育非均衡发展虽满足了特定国情下对人才培养效率的特殊要求,但随着社会的发展和变迁,非均衡发展却在一定程度上损害了义务教育的普及性、公共性和公平性等本质特性,构成了对义务教育的异化。从根本上讲,我国社会发展的不均衡是根本原因,在社会发展总体不均衡的大背景下,制度性因素和非制度性因素共同造成了我国义务教育非均衡发展的异化状态。公平性,是均衡发展的理论基础,均衡发展不仅需要相应的制度作为保障,同时也要对非制度性因素给予适当关照;不仅要追求宏观均衡的目标,同时也要努力实现义务教育的微观均衡;并且,必须在努力实现均衡的同时也要兼顾多元的教育需求,这是超越义务教育异化的现实路径。
|
| 关 键 词： | 均衡发展 义务教育 异化 超越 |
Balanced Development: Transcending the Alienated Compulsory Education |
| |
| LIANG Qing.Balanced Development: Transcending the Alienated Compulsory Education[J].Theory and Practice of Education,2006(21). |
| |
| Authors: | LIANG Qing |
| |
| Abstract: | The unbalanced development of elementary education in China has satisfied the special requirements for the efficient talent training, but with the social development and changes it has harmed to a certain extent the popularity, publicity and fairness of compulsory education, alienating the compulsory education. The unbalanced social development in our country is the root cause and under the background of the overall unbalanced social development, the institutional and non-institutional factors have together led to the alienated development of compulsory education. Fairness is the theoretical basis for the balanced development, which needs not only the corresponding institutions as the guarantee, but the due care shown to the non-institutional factors. Besides, it must make an endeavor to realize the microcosmic balance as well as the pursuit of macroscopic balance. The actual approach to transcending the alienated compulsory education is to give consideration to the pluralistic educational requirements while pursuing the balanced development. |
| |
| Keywords: | balanced development compulsory education alienation transcend |
| 本文献已被 CNKI 等数据库收录！ |
|
