民族地区基础教育高质量发展:时代内涵与模式构建  

High Quality Development of Basic Education in Ethnic Minority Region:Connotation of Time and Model Construction

作　　者：吴陈兵 谭宇曦 罗波[2] Wu Chenbing;Tan Yuxi;Luo Bo(Institute of Education of Guizhou Normal University;School of Guizhou Provincial Committee of CPC)

机构地区：[1]贵州师范大学教育学院 [2]中共贵州省委党校

出　　处：《中国教育科学（中英文）》2023年第3期93-105,共13页Education Sciences in China

基　　金：中共贵州省委党校、贵州师范大学研究阐释党的二十大精神专项课题“构建民族地区基础教育高质量发展体系研究”(SDXGSD20D17)。

摘　　要：实现民族地区基础教育高质量发展,是我国目前持续追求的教育目标和行动战略。当前我国民族地区基础教育主要存在教育主体发展面临严重挑战、教育资源配置相对缺乏公平等现实问题。为厘清我国民族地区基础教育高质量发展的时代内涵,在教育主体之维上应追求更专业、更全面、更有活力的发展,在教育资源之维上应实现更为优质、均衡、公平的配置,在教育环境之维上应谋求更民族、更本土、更关怀的氛围,在教育文化之维上应保持更开放、更多元、更自信的格局。推动民族地区基础教育高质量发展,需要构建强主体、强资源、强环境及强文化的“四位一体”高质量发展模式,并加强教育规范治理、构建帮扶机制,以及提升发展的可持续性。To realize high quality development of basic education in ethnic minority region is our educational goal and action strategy.The development is facing serious challenges in subject development and umbalanced distribution of educa tional resources.In order to darify the connotation of development,we should pursue more professional,comprehensive and dynamic development in terms of educational subiect,pursue higher quality,more balanced and fairer allocation in terms of educational resource,seek for more ethnic,local and caring atmosphere in terms of educa tional environment,and maintain more open,diversified and confident pattern in terms of educational culture.To promote high quality development,it is necessary to construct high quality development model of strong subjects,resources,environment and culture,strengthen governance,construct assistance mechanism and promote the sustainability of the development.

关 键 词：民族地区基础教育 教育高质量发展 教育公平 民族教育 

分 类 号：G40[文化科学—教育学原理]