统筹城乡教育发展中的思维误区及其对策  

On the Misunderstandings of Education Development in the Urban and Rural Areas as a Whole and Its Countermeasure

作　　者：赵鑫[1] 

机构地区：[1]西南大学统筹城乡教育发展研究中心,研究员重庆400715

出　　处：《教育发展研究》2015年第7期5-10,共6页Research in Educational Development

基　　金：2013年度重庆市教育科学规划统筹城乡教育发展研究重大专项委托课题"城乡教育统筹发展背景下农村普通中学职业素养教育研究"(2013-TC-008);2014年度中央高校基本科研业务专项资金项目"城乡教育统筹发展背景下农村情感劳动的问题与对策研究"(SWU1409205)的部分成果

摘　　要：统筹城乡教育发展是当前我国教育综合改革的热点和难点。思维影响决策,进而决定行为,因此,审视教育主体的思维方式对统筹城乡教育发展具有重要的方法论意义与实践价值。但受中国传统感性思维模式求同性、保守性、封闭性等特征的影响,统筹城乡教育发展过程中存在着概念模糊、二元思维、线性思维和结果思维等误区,为此,教育主体应当在实践中基于系统思维、过程思维与复杂思维,综合运用并合理优化多种思维方式,增强逻辑思维能力,切实推进城乡教育的一体化发展。Education development in the urban and rural areas as a whole is the important and difficult issue of the comprehensive reforms in the field of education. Thinking influence decision-making, and then determine the behaviors. Examining modes of thinking about education development in the urban and rural areas as a whole has methodological implication for educational reform. Influenced by the traditional thinking mode that is similarity seeking, conservative and closed, some misunderstandings exist such as the unclear concepts, discontinuous thinking, the linear thinking, the over emphasis on results. For promoting education development in the urban and rural areas as a whole, we must set up the system thinking, the process thinking and complexity thinking.

关 键 词：统筹城乡教育 思维误区 思维优化 

分 类 号：G521[文化科学—教育学]