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以“空间定位”和“扶持最弱”为联合特征的“补丁政策”是我国20世纪90年代以来从中央到地方实施基础教育均衡发展战略的主要政策选择,对于提高受援地区的教育发展水平发挥了非常重要的作用。但是,在该项政策实施同时出现的城乡、地区和学校之间差距扩大的现象表明,单独实施此类政策在缩小教育发展差距方面难以取得持续改进的成果。因此,我们有必要对现行政策进行深刻反思,在“教育公平”的基础上重新确认我们“教育均衡发展”政策的真实政策目标,转变目前“空间本位”的“分享型教育公平”的政策设计思想,确立“权利本位”的“共享型教育公平”的政策设计思想,在继续完善“补丁政策”的同时,以“自由选择”为核心重建实现基础教育均衡发展的政策框架。
The “patch policy” that is characterized by “spatial positioning” and “weakest support” is the main policy choice for the implementation of a balanced development strategy for basic education from the central government to the local government since the 1990s. The educational development level in the aided regions has played a very important role. However, the widening gap between rural and urban areas, regions, and schools that occurred concurrently with the implementation of this policy shows that the implementation of such policies alone can hardly achieve the results of continuous improvement in narrowing the educational development gap. Therefore, we need to profoundly rethink the current policy and reaffirm the real policy goal of our “equilibrium education” policy on the basis of “education fairness” and change the current “space-based” sharing. “Educational fairness” policy design concept, establishment of “rights standard” and “shared education fairness” policy design idea, while continuing to improve “patch policy ” at the same time, “free choice ” Reconstruct the policy framework for achieving a balanced development of basic education for the core.