论义务教育内涵性均衡发展的三大战略  

On the Three Strategies of Connotative Balanced Development of Compulsory Education

作　　者：熊川武[1] 江玲[2] 

机构地区：[1]教育部人文社科基础教育改革与发展重点研究基地 [2]华东师范大学教育管理学系

出　　处：《教育研究》2010年第8期20-24,共5页Educational Research

基　　金：教育部人文社会科学重点研究基地重大研究项目"基础教育内涵性均衡发展研究"(项目批准号:06JJD880011);全国教育科学"十一五"规划教育部重点课题"自然分材教学研究"(课题批准号:DHA070147)成果

摘　　要：义务教育内涵性均衡发展的关键在于提高义务教育阶段薄弱学校的教育质量。为此要创建研发区域,形成"一校兴起,多校跟进"机制,并在此基础上,实施"内在发展"为重的师资队伍建设战略,"以学立教"的课堂教学改革战略和"生命质量"为准的评价体系优化战略。The key of connotative balanced development of compulsory education lies in the promotion of educational quality of the vulnerable schools in the stage of compulsory education. Therefore, we should establish research religion, form the mechanism of ＂one school growing up, many schools following up＂, and on such basis, the strategies as the teaching staff construction focusing on ＂connotation development＂ , the classroom teaching reform of ＂planning teaching on the basis of learning＂ and the evaluation system optimizing based on ＂life quality＂ should be carried out.

关 键 词：义务教育 内涵性均衡发展 发展战略 

分 类 号：G522.3[文化科学—教育学]