我国教育公平发展政策变迁的历程、特征与趋势  

The Policy of Educational Equity in China:Changes,Characteristics and Trends

作　　者：薛二勇 刘淼[2] 李健 Xue Eryong;Liu Miao;Li Jian

机构地区：[1]北京师范大学中国教育与社会发展研究院,北京100875 [2]教育部人文社会科学重点研究基地北京师范大学教师教育研究中心

出　　处：《教育研究》2019年第5期142-150,共9页Educational Research

摘　　要：教育公平是中国教育现代化的核心目标。我国教育公平发展政策经历四个阶段,分步骤有节奏地开展了扫盲教育、普及教育、全民教育与优质教育,形成了中国特色社会主义教育公平发展道路。其突出地体现为普惠性、补偿性教育公平发展政策体系的构建,以及教育机会、过程、结果公平的综合推进等三大政策特征。面向未来,教育公平发展现代化的路径展现为“四为主”推进,即以县为主,加强省级统筹,全面推进城乡教育一体化;以师为主,建设素养高情怀浓扎根深的教师队伍;以校为主,完善治理体系,建立现代学校制度;以质为主,信息化与开放办学相结合,有效拓展优质教育资源。Educational equity serves as the core target of China’s educational modernization. China’s policy of educational equity,which has experienced such step-by-step stages as anti-illiteracy education,universal education,education for all,and high-quality education,has taken the road of developing socialist educational equity with Chinese characteristics,featured by the building of a policy system for the development of public-interest and compensatory educational equity,and the comprehensive promotion of educational opportunities,processes and outcomes. In the future,educational equity is expected to be developed with the following approaches:the county-oriented approach,which requires the overall planning by the provincial government,and the all-round promotion of the integration of urban and rural education;the teachers-oriented approach,which calls for the building of a contingent of highly-competent teachers who have a great passion for and are willing to be devoted to rural education;the school-oriented approach,which requires the improvement of the system for school management,and the establishment of a modern school system;and the quality-oriented approach,which demands the combination of informatization and open school-running to effectively extend high-quality educational resources.

关 键 词：教育公平 教育现代化 政策变迁 

分 类 号：G521[文化科学—教育学]