国际视野下的义务教育均衡发展研究:理论基础、对象层次与任务内容  

A Study of Conceptual Connotation of Balanced Development of Compulsory Education Idea in an International Perspective: Theoretical Base,Object Levels and Task Contents

作　　者：王璐[1] 

机构地区：[1]教育部人文社会科学重点研究基地北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2013年第2期32-37,共6页International and Comparative Education

基　　金：2010年教育部人文社会科学重点研究基地重大项目"以公平性标准和差异性标准促均衡发展:义务教育均衡发展政策比较研究"(项目批准号:10JJD880001)的研究成果之一

摘　　要：教育均衡发展理念以教育公平理论为基石,但是教育公平理论强调的是机会、结果与状态的平等,而教育的均衡发展理念则是一个考虑到区域均衡、学校均衡、群体均衡、质量均衡、资源均衡配置和尊重差异等纬度的整体理论架构,是为了达到教育公平的目的,对相关政策、条件和资源的合理掌控与调配。本文以国际理论与实践为视角,主要从理论基础、对象层次、任务内容的纬度,探讨义务教育均衡发展的整体理论结构。The base of balanced educational development idea is equality theories developed in the western country. While equality theories put emphasis on the equity of educational opportunities, process and results, balanced educational development idea is a whole conceptual framework considering balanced development at re-gional, school and social group levels, as well as the dimensions of quality, resources distribution, differences and other dynamic factors in educational development. It is a theory to achieve the purpose of equality through reasonable deployment of relevant policies, resources and conditions. This article tries to explore the connotation of the concepts of balanced educational development through analyzing its theoretical base, object levels and task contents in an international perspective.

关 键 词：义务教育 均衡发展 教育公平 国际视野 

分 类 号：G512.3[文化科学—教育学]