发展之基 和谐之本--中国教育改革30年回顾与思考  

Development Foundation,Harmony Root——Review and Reflection on China's Education Reform in the Past 30 Years

作　　者：王火生[1] 

机构地区：[1]江西省教育科学研究所副所长、研究员,江西南昌330046

出　　处：《教育学术月刊》2009年第2期31-37,共7页Education Research Monthly

摘　　要：30年的中国教育改革经历了恢复、重建,放权、搞活,转型、转轨,调整、提高四个阶段。通过教育改革,中国创建了世界上最大规模的教育。但是改革在进入深水区后,也面临着更复杂、更深层次的矛盾和问题,为此必须围绕"发展"、"和谐"、"质量"的主题深化教育改革,进一步完善教育体制机制,努力建构和健全富有活力的教育体制和运行机制。深化改革,需要坚持五条原则,构建好十大和谐关系。China＇s educational reform in the Past 30 Years has iour stages of undergone rehabilitation, reconstruction, decentralization, enliven, transformation, transition, adjustment, improve. Through education reform, China has created the world＇s largest education. After the reform goes deep, it is also faced with more complex, deeper-rooted contradictions and problems, it must be centered on the theme of ＂development＂, ＂harmony＂, ＂quality＂ to deepen education reform, and further improve the education system mechanisms, efforts to construct a dynamic and sound education system and operating mechanism. Deepen the reform, it need to adhere to five principles, build ten harmonious relationships.

关 键 词：中国教育改革 回顾 思考 

分 类 号：G40-02[文化科学—教育学原理] B222[文化科学—教育学]