城乡义务教育一体化进程中的教育问责制建构  

Construction of Education Accountability in the Course of Integration of Rural and Urban Compulsory Education

作　　者：张旺[1] 李慧[1] 

机构地区：[1]吉林省教育科学院,吉林长春130022

出　　处：《教育理论与实践》2016年第5期25-28,共4页Theory and Practice of Education

基　　金：国家社会科学基金"十二五"规划2011年度教育学一般课题<城乡义务教育一体化发展机制研究>(课题批准号:BFA110051)的研究成果

摘　　要：建立城乡义务教育一体化发展机制是一项系统工程,其中,教育问责制的建构能够为各项制度的有效实施提供重要保障。城乡义务教育一体化进城中的教育问责制建构,需要建立在与城乡义务教育一体化建设的同步性、与城乡义务教育一体化制度改革核心内容的适应性以及对公众城乡教育利益合理诉求的回应性的价值定位之上。同时,要着力破解我国现有义务教育问责制存在的问责主体单一、问责客体模糊,问责标准缺失、问责内容狭窄,问责程序失范、问责力度不大等问题。通过组建城乡义务教育一体化问责委员会,引入异体问责;建立城乡义务教育一体化问责标准体系,拓宽问责范围;规范城乡义务教育一体化的问责程序,加大问责力度等策略可以建构与城乡义务教育一体化发展目标和需求相适应的教育问责制。It is a systematic project to establish the integrative mechanism of urban and rural compulsory educa- tion, and the construction of education accountability can provide a guarantee for the effective implementation of all systems. In the course of integration of rural and urban compulsory education, construction of education accountability should keep pace with the integration of rural and urban compulsory education, fit with the core contents of the inte- gration of urban and rural compulsory education system reform, and respond to the reasonable demands of educational interests of the public. There are some constraints in the process of integration： the single subject of accountability and the fuzzy accountability object; the deficiency of accountability standards and the narrow accountability contents; and the anomie of accountability procedure and the weak intensity of accountability. To make the education accountability fit with the developing aim and needs of the integration of urban and rural compulsory education, the following strategies can be adopted ：organizing the accountability committee to bring in the external accountability; establishing the stan- dards of accountability to broaden the scope of accountability;and regulating the accountability procedures to increase the accountability intensity.

关 键 词：城乡义务教育一体化 教育问责制 价值定位 制约因素 策略选择 

分 类 号：G40-011.8[文化科学—教育学原理]