渐进主义视角下义务教育师资均衡政策分析  

Analysis of the Balanced Policy of Compulsory Education Teachers from the Perspective of Progressive Theory

作　　者：高红平[1] 张振改[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《北京教育学院学报》2016年第5期7-12,共6页Journal of Beijing Institute of Education

基　　金：2013年度教育部人文社会科学研究规划基金项目"我国义务教育师资均衡政策工具优化研究"的阶段性成果(13YJA880108);2016年中央高校基本科研业务项目"贫困地区义务教育师资均衡政策执行方式研究"(SWU1609230)

摘　　要：随着义务教育普及进入新的发展阶段,人们对于教育关注的焦点也由"有学上"转变为"有好学上",优质教师资源成了相关利益者关注的焦点。从1999年至今,我国义务教育师资均衡政策呈现出典型的渐进式变迁特征。渐进主义的政策模式主要是由我国城乡二元结构的国情所决定的,这种模式有利于缓解优质师资短缺所引发的尖锐矛盾以及优秀教师的消极情绪,也有利于探索使教育达到均衡状态的规律,但是也容易出现执行中的妥协性,这在一定程度上影响了政策效果的实现。With the popularization of compulsory education entering a new stage of development,people＇s focus on education has changed from ＂schools available＂ to ＂good schools available＂, excellent teacher resources has become the focus of relevant stakeholders. Since 1999, the balanced policy of compulsory education teachers in China has shown a typical progressive characteristics. This progressive mode is mainly determined by urban and rural dual structure in China, and it can also help alleviate the contradiction caused by teachers, weaken the resistance of excellent teachers, and be helpful to explore the law of balanced stage of education. But the compromise that appeared in the process of implementation can also affect the realization of policy to a certain extent.

关 键 词：渐进主义 义务教育 师资均衡 

分 类 号：G451.2[文化科学—教育学]