澳大利亚中小学补救教学发展的经验与反思  

Experiences of and Reflections on the Development of Remedial Instruction in Australian Primary and Secondary Schools

作　　者：吉标 柳文悦 JI Biao;LIU Wen-yue(Faculty of Education,Shandong Normal University,Jinan,Shandong,250014,PRC)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《当代教育与文化》2023年第6期61-68,共8页Contemporary Education and Culture

基　　金：全国教育科学“十四五”规划国家一般课题“‘双减’政策背景下补救教学的国际经验与本土建构”(BHA220121);山东省社会科学规划研究重点项目“新时代文明实践中困境儿童志愿服务支持体系构建路径探索”(21BSHJ01)。

摘　　要：补救教学是致力于提升弱势学生的学业成就而进行的有针对性、公益性的教育活动。补救教学在澳大利亚中小学的发展经历了起步、发展和成熟三个阶段。澳大利亚各级政府积极推进补救教学,一定程度上缩小了学生的学业差距,提升了弱势学生的学业成就,有助于实现教育公平。近年来,澳大利亚中小学补救教学的补救经费持续增加,教师专业水平持续提升,学生出勤率显著改善,学业监测机制不断完善。当然,澳大利亚中小学补救教学在实施过程中仍然存在一些问题,需要不断改进和优化。Remedial instruction is a targeted and public welfare educational activity dedicated to improving the academic achievement of academically disadvantaged students.The development of remedial instruction in Australian primary and secondary schools has experienced three stages:the starting stage,the developing stage and the maturing stage.Australian governments at all levels actively promote the implementation of remedial instruction,which has,a certain extent,narrowed the academic achievement gap between students,improved the academic achievement of disadvantaged students,and contributed to the realization of education equity.In recent years,the safeguard mechanism for remedial teaching in primary and secondary schools in Australia has been continuously improved,and the funding for remedial instruction has continued to increase,with funding schemes becoming increasingly mature.Of course,there are still some problems in the implementation of remedial instruction in Australian primary and secondary schools,which need to be continuously improved and optimized.

关 键 词：澳大利亚 补救教学 基础教育 教育公平 

分 类 号：G629.611[文化科学—教育学]