摘要
新中国60年来的教育经历两大时期:前30年间的重大教育改革多由政治统领,后30年间的重大教育改革则常以经济主导,其间更有政治、经济双重取向的改革,可统称为作为政治—经济改革的教育改革。反思历史经验与存在问题,并着眼当前和未来时期科学发展观、和谐社会和文化强国等治国理念的推行以及我国教育主要矛盾的转变,可提出"教育改革的转型"之命题,即从"作为政治—经济改革的教育改革"走向"作为社会—文化改革的教育改革"。教育改革的转型需要教育政策的调整,在集权与放权、公平与效率、数量与质量等几对重大改革主题上避免偏重一端,把握动态平衡;同时需要理顺几组主要的改革关系:坚持改革和发展的互助互促、改革和革命的区别区用、政策和实施的并重并举,从而克服作为政治—经济改革的教育改革之弊端,实现教育改革的转型。
Education enterprise of New China experienced two major different periods during the past sixty years;the first thirty years were featured with various educational reforms taken for political demands,while those happened in the second thirty years were deeply influenced by economic forces.Besides,some educational reforms were initialized for both political and economic purposes.All of them could be summarized as political-economic reforms.Presently,application of a series of governing philosophy, along with transformation of the educational principal contradictions,brought both necessity and likelihood to reform education in a social-cultural way.In general, transformation of educational reform requires prudent and fair policies and handling several important relationships properly.Also,clarifications on some fundamental issues are necessary:We should insist on the rule of reciprocity between reform and development,distinguish the differences between reform and revolution, and value both the policy making and policy implementation.Only in this way can we realize the transformation of educational reform.
出处
《北京大学教育评论》
CSSCI
北大核心
2012年第4期33-49,185,共17页
Peking University Education Review
基金
教育部哲学社会科学研究重大课题攻关项目"我国教育改革和发展的社会支持系统研究"
江苏高校哲学社会科学重点研究基地重大项目"社会学视野下的中国教育改革研究"
