| "五·四"制与"六·三"制之争及其启示 |
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| 引用本文： | 刘远碧,廖其发."五·四"制与"六·三"制之争及其启示[J].河北师范大学学报(教育科学版),2006,8(3):29-33. |
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| 作者姓名： | 刘远碧 廖其发 |
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| 作者单位： | 西南大学,教育科学研究所,重庆,北碚,400715 |
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| 摘 要： | “五.四”制与“六.三”制争议的焦点,是在既定的义务教育阶段总的修业年限为九年的前提下,关于小学和初中修业年限如何划分的问题。尽管修业年限的划分是学制改革的一个重要方面,但学制改革是一项系统工程,需要认真研究学校教育的性质、目标、任务等一系列根本问题。
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| 关 键 词： | “五.四”制 “六.三”制 义务教育学制 启示 |
| 文章编号： | 1009-413X(2006)03-0029-05 |
| 修稿时间： | 2006年3月1日 |
On the debates over five- four versus six- three educational systems |
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| LIU Yuan-bi,LIAO Qi-fa.On the debates over five- four versus six- three educational systems[J].Journal of Hebei Normal University,2006,8(3):29-33. |
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| Authors: | LIU Yuan-bi LIAO Qi-fa |
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| Abstract: | The debates over the five-four and six-three educational systems focus on the allocation of the nine years for primary school and middle school in relation to the compulsory education.The allocation is an important reform as a systematic project,so there should be prerequisites for feasible researches of the nature,objectives and purposes of the education. |
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| Keywords: | five-four versus six-three systems compulsory educational system revelation |
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