论教育的人格分等及公平矫正  

Micro Educational Equity

作　　者：许双成[1] 张立昌[1] Xu Shuangcheng Zhang Lichang(College of Education, Shanxi Normal University, Xian Shanxi, 710062)

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《山东师范大学学报（人文社会科学版）》2016年第5期130-136,共7页Journal of Shandong Normal University(Humanities and Social Sciences)

基　　金：教育部人文社科研究项目"基于核心知识脑图的高效课堂结构研究"(13XJA880007)的阶段性成果

摘　　要：教育的人格分等,承袭了等级教育意识,迎合了教育功利主义,造成了现实的教育不公平。矫正教育人格分等造成的教育不公平,基本的要求是:在教育制度层面,复归制度正义;在教育管理层面,促进教育多样化发展;在教学管理层面,合理配置学校内教育资源;在教学活动层面,立足个体差异,促进每一个学生在原有基础上得到充分发展。Personality classification of education inherits the sense of class education and caters to educational utilitarianism, resulting in the fact that education is not fair. To achieve fairness, it is required to do the following： In education system, return system of justice; in management education, promote the diversifying development of education ; in teaching management, rationally allocate in-school education resources; in teaching activities, based on individual differences, promote a full development of each individual student starting from his or her original basis.

关 键 词：教育公平 人格分等 公平矫正 

分 类 号：G446[哲学宗教—心理学]