在“捆绑”中如何发展——对西南Q县城乡学校“捆绑发展”模式的分析  

How to Develop in "Binding"——an Analysis of the "Binding Development" Pattern of Urban and Rural Schools of Q County in the Southwest Region

作　　者：魏峰[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教育理论与实践》2012年第4期25-28,共4页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划教育部青年专项课题<社会转型期城市基础教育制度的变革研究>(项目批准号:EAA100356);教育部重大委托课题<城乡统筹背景下义务教育发展研究>;国家社科基金项目<农村义务教育供给机制与政策研究>(项目批准号:10CJY039)的阶段性成果

摘　　要：在城乡教育一体化的宏观背景下,城乡学校"捆绑发展"是很多地区推动城乡教育均衡发展所采取的一种重要政策。基于在西南地区Q县的调研表明,该地推动城乡学校"捆绑发展"的政策措施在组织形式、交流合作、资源共享等方面具有明显的优势,但其在帮扶组织的形式和权力结构、受援学校的办学自主权以及经费保障等方面也存在一些问题。在城乡学校"捆绑发展"模式中,教育行政部门应扮演引导和服务的角色而不应直接参与管理;城市优秀学校传导给农村薄弱学校的应该是超越具体校情差异的进取精神;农村学校则应立足于农村文化而保持自主性,成为具有自主发展能力的办学主体。In the macroscopic context of integrated development of urban and rural education, ＂binding development＂ of urban and rural schools is an important policy adopted in many regions to promote the balanced development of urban and rural education. A survey of Q county in the Southwest region indicates that policies and measures adopted to promote the ＂binding development＂ of urban and rural schools in this area have obvious advantages in the form of organization, eomnmnication and cooperation, sharing of resources, although there still exist some problems in the form and power structure of supporting organizations, the school-running autonomy of recipient schools, and the guarantee of funds. In the ＂binding development＂ pattern of urban and rural schools, the education administrative departments should play the role of guiding and serving, but not be involved directly into the management. What the good urban schools communicate to the weak rural schools should be the enterprising spirit surpassing the school differences. Rural schools should maintain its autonomy based on the rural culture in order to become the school-running sub iect with independent ability of development.

关 键 词：城乡学校 均衡发展 捆绑发展 办学自主权 

分 类 号：G40-011.8[文化科学—教育学原理]