改革开放以来我国公众教育价值观的变迁  

The Change of Public Education Values since the Reform and Opening-up

作　　者：卢旭[1] 杜时忠[1] 

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《高等教育研究》2013年第11期13-17,共5页Journal of Higher Education

基　　金：全国教育科学规划教育部青年课题(EAA110319)

摘　　要：改革开放以来,公众作为教育价值关系的重要主体的地位日渐凸显。30多年间,公众教育价值观经历了由空白到觉醒,到反思质疑,再到今天的渐趋"理性"和多样化的演变,呈现出渐显、反复、功利和一定的时滞性等特点。随着公众参与教育活动的自觉性和主动性越来越高,公众教育价值观对教育实践和改革的影响也越来越显著,故须将其与教育政策制定者、教育者及教育研究者的教育价值观有机协调与整合。Since the reform and opening-up, the public as an important role in the relationships of educational values has been raising its prominence. For more than 30 years, public education values have experienced changes of appearing, reflecting, returning to ＂rationality＂ and diversifying until today. With increasing consciousness and initiative of the public participating in educational activities, public education values are significantly influencing education practices and reforms, which must be consistent with educational policy makers, educators and educational researchers.

关 键 词：公众主体 教育价值观 公众教育价值观 社会教育价值观 公众参与 

分 类 号：G40-052[文化科学—教育学原理]