刍议我国义务教育发展基本均衡与优质均衡的区别和联系  

On the Difference and Connection between the Basic Balance and Quality Balance of Compulsory Education Development in China

作　　者：周军[1] 黄秋霞[2] 

机构地区：[1]西藏大学 [2]西藏职业技术学院,西藏拉萨850000

出　　处：《教育与教学研究》2018年第8期53-57,共5页Education and Teaching Research

基　　金：2017年度教育部人文社会科学研究西藏项目"西藏流动人口随迁子女义务教育状况调查研究"(项目批准号:17XZJA880002);2017年西藏自治区哲学社会科学重点项目"城乡一体化背景下西藏县域义务教育优质均衡发展策略研究"(项目批准号:17AJK001)

摘　　要：推进义务教育均衡既是我国当前教育发展的一项战略性任务,也是我国提高教育质量的重要途径。教育均衡要经历基本均衡与优质均衡两个阶段,二者在基本内涵、包含内容、评估标准和实现路径方面有着较大区别,同时二者同属教育公平范畴,并存在递进与共存的关系。厘清二者的关系对于帮助我国义务教育均衡发展战略的逐步调整和实现义务教育质量的整体提升具有重要指导意义,避免在工作中犯"教条主义"和"冒进主义"的错误,以保证我国义务教育朝着更快更好的方向发展。To promote the equalization of compulsory education is a strategic task for the development of education in our country,it is also an important way to achieve educational equity and improve the quality of education. The basic balance and quality balance are necessary stages of the balanced development of compulsory education in our country. There are great differences in the basic connotation,content,evaluation standard and realization path between them,and at the same time,they belong to the category of educational equity,and there is a relationship between progression and coexistence. The clarification of the relationship between the two is of great guiding significance to help the gradual adjustment of the balanced development strategy and the realization of the overall improvement of the quality of compulsory education. It can avoid the mistakes of"dogmatism " and"dogmatism" in the work,so that the compulsory education in China will develop in a faster and better direction.

关 键 词：义务教育 教育公平 教育均衡 基本均衡 优质均衡 

分 类 号：G522.3[文化科学—教育学]