以“多样优质均衡”回应“高端需求”——我国东部地区义务教育促进社会公平的新思路与新实践  

Responding to the “High-end Education Needs”through Promoting “Diverse High-Quality Balanced”

作　　者：杨小微[1,2] 

机构地区：[1]华东师范大学基础教育改革与发展研究所,上海200062 [2]湖北大学,湖北武汉430062

出　　处：《基础教育》2013年第2期5-10,16,共7页Journal of Schooling Studies

基　　金：教育部人文社会科学重点基地"十二五"重大项目<我国义务教育区域推进均衡发展的多路径研究>(课题批准号11JJD880031)阶段性成果

摘　　要：就全国而言,基础教育改革正在经历从效率优先的"重点发展"到公平取向的"均衡发展"这样一种历史性转折,而对东部地区来说,正在呈现从"普惠式均衡"到"多样化优质均衡"发展的重心转换。如果说,"委托管理薄弱学校""名校集团化""一校多区""一校多校"以及"优质均衡示范区"等是以内涵式发展方式体现优质均衡的话,那么,这些方式一旦克服其可能出现的"均质化"等问题,便可望有效地回应人民群众对优质教育的多样化需求。这些对教育均衡的不懈追求,背后所蕴含的理念既是引导教育者的思想和行为从"起点公平"转向"过程公平",也是试图超越简单均质化公平观念而借助领域的区分以求得"复合式公平"。总之,东部地区的多样化优质均衡路径,最概括地说就是:以提升"相对弱势"为重心,以满足多样化高端需求为主旨,以探索中国基础教育的未来为鹄的。In terms of nationwide,The priority of basic education reform shift from quality and efficiency to a more equity-oriented balanced development. To the eastern region,the emphasis is no longer simply equal distribution of resources; instead it is to promote a combination of diversity with high-quality equity. If we can say that above strategies,such as ＂entrusted administer weak schools＂,＂Elite schools grouping＂,＂one school with several campuses （ branches） ＂,＂high-quality balanced demonstration areas＂, etc. ,are taking the form of connotation development to incarnate high-quality balanced,Then once these forms overcome some probable problems,such as＂homogenization＂,which may be respond to public diverse needs about high-quality education efficiently. The idea behind of these relentless pursuits for balanced education is guiding educators’thought and behavior from＂equal access to eduction＂to＂equal educational process＂,and also trying to transcend the fair view of simple homogenization,instead of getting help from field-distinguished in order to realize ＂complex equality＂. In one word,diverse high-quality balanced path in the eastern region pays attention to promoting＂relative weak＂,aims to satisfying diverse needs for high-end,and explores the future of basic education of China.

关 键 词：东部地区 义务教育 多样优质均衡 社会公平 

分 类 号：G521[文化科学—教育学]