我国推进义务教育优质均衡发展的基本逻辑、问题审视与制度完善  

Basic Logic,Problem Review and Institutional Improvement of Promoting the High-quality and Balanced Development of Compulsory Education in China

作　　者：曹莹 Cao Ying(Xi'an University)

机构地区：[1]西安文理学院师范学院

出　　处：《当代教育科学》2023年第11期74-80,共7页Contemporary Education Sciences

基　　金：陕西省“十四五”教育科学规划2022年度课题“陕西省县域义务教育优质均衡发展实践研究”(项目编号:SGH22Z022)的研究成果之一。

摘　　要：推进义务教育优质均衡发展是实现教育公平、提高教育质量的必由之路,对加快建设教育强国具有重大现实意义。义务教育在由“基本均衡”走向“优质均衡”的历史进程中,遵循着从分配正义到关系正义、从机会公平到结果公平、从资源均衡到质量均衡的基本发展逻辑。但反观现实,在推进优质均衡发展过程中仍然存在着诸如政策执行效果存在偏差、县级推进力量不足、农村师生持续流失、优质资源被稀释,以及监测制度不够完善等问题。完善其制度设计应着力保障政策执行效力、打破县域间资源配置障碍、缩小城乡师资水平差距、健全优质资源共建共享机制和优化监测评估体系等。Promoting the high-quality and balanced development of compulsory education is the only way to realize educational equity and improve the quality of education,which is of great practical significance to speeding up the construction of a strong educational country.In the historical process of moving from“basic balance”to“high-quality balance”,the compulsory education follows the basic logic of development from distributive justice to relationship justice,from fair opportunity to fair results,and from resource balance to quality balance.However,in reality,there are still problems such as the deviation of policy implementation effect,the lack of promoting force at the county level,the continuous loss of rural teachers and students,the dilution of high-quality resources,and the imperfect monitoring system.To improve the system design,we should strive to ensure the effectiveness of policy implementation,break the barriers of resource allocation between counties,narrow the quality gap between urban and rural teachers,improve the co-construction and sharing mechanism of high-quality resources,and optimize the monitoring and evaluation system.

关 键 词：优质均衡 义务教育发展 教育公平 演进逻辑 

分 类 号：G522.3[文化科学—教育学]