论民族地区义务教育均衡发展的制约因素及其应对  

The Restrictive Factors of the Balanced Development of Compulsory Education in Ethnic Minority Areas and Some Countermeasures

作　　者：袁梅[1] 苏德[1] 罗正鹏[2] 

机构地区：[1]中央民族大学教育学院 [2]玉溪师范学院

出　　处：《广西民族大学学报（哲学社会科学版）》2017年第1期183-188,共6页JOURNAL OF GUANGXI MINZU UNIVERSITY:PHILOSOPHY AND SOCIAL SCIENCE EDITION

基　　金：国家社会科学基金项目"推进民族地区义务教育均衡发展研究"(项目编号:CMA140129)

摘　　要：当前,民族地区义务教育均衡发展依然存在一些明显的制约因素,突出表现在办学主体层次不高、类型单一,学制安排中升学途径单一、教学节奏一致,学校布局规模不适当、个性特色不鲜明,考察评价文化取向侧重城市工商业、内容选择侧重认知性能力,师资方面教师管理缺乏公平、教师培养不符合实际。应对这些制约因素,需要在办学主体方面提高主体层次、拓宽主体范围,学制安排方面改革升学方式、尝试达标升级,学校建设方面合理调整布局规模、大力彰显个性特色,考察评价方面文化取向多样化、内容选择全面化,师资改善方面教师管理凸显公平正义、教师培养切合现实需要。The balanced development of compulsory education in ethnic minority areas is currently confronted with some restrictive factors, which is highlighted by the school running subjects with low level and simple type, few channel for further studies concerning the education length, over-simplified teaching pace regardless of different needs from students, poorly-planned school distribution without distinct characteristics, over-emphasizing urban industry and commerce in culture evaluation orientation, over-stressing cognitive ability in content of education, as ＂well as unfair management and unpractical training of teaching staff. To cope with these problems, it is necessary to raise the level and widen the range of school running subjects; to change the channel for further studies by standard reaching rather than by examination only; to adjust the school distribution and attach importance to characteristics; to vary culture orientation in evaluation with comprehensive contents; to guarantee fair management of teaching staff and make the training meet practical needs.

关 键 词：民族地区 义务教育 均衡发展 

分 类 号：G62[文化科学—教育学]