合理发展:提升中国基础教育质量的新思路  

Reasonable Development:the New Thought of Improving the Quality of Elementary Education in China

作　　者：柳海民[1] 王澍[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2014年第6期188-192,共5页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：教育部人文社会科学重点研究基地重大项目(10JJD880008);中央高校基本科研业务费专项资金项目(12SSXM006)

摘　　要：未来中国基础教育质量的提升必须走合理发展之路,满足未来社会发展与人的发展的双重需要。从1986年中国《义务教育法》颁布以后,中国基础教育经历了三个阶段,即普及发展阶段、均衡发展阶段以及以后的合理发展阶段。所谓的合理发展就是符合人的发展之理,具体表现为拒斥蒙昧主义、遵循规律合理性原则;批判现实功利主义,遵循发展合理性原则;抵制浪漫主义,遵循实践合理性原则。合理发展的基本任务是培养目标要照顾社会发展与人的发展的双重需要,人的发展之理意味着学习的意义在于完善自己、发展自己,基础教育实践样态要以"学"为重心。It＇s a must to walk on the path of rational development to improve the quality of Chinese elementary education in the future,to meet the dual needs of social development and human development.From＂Compulsory Education Law＂was promulgated by Chinese government in 1986,the elementary education in China has gone through three stages,namely the universal development stage,the balanced development stage and the reasonable development stage.The reasonable development is in line with the reason of human development,its specific performance is rejecting obscurantism,follow the principle of rational laws;criticizing utilitarianism in reality,follow the principle of rational development and resisting romanticism,follow the principle of the rational practice.The practice form of reasonable development is that the training goal should consider the dual needs of social development and human development,the reason of human development means the significance of learning lies in improving and developing themselves,and the form of basic education should take＂learning＂as the center of gravity.

关 键 词：合理发展 基础教育 教育质量 

分 类 号：G40[文化科学—教育学原理]