义务教育优质均衡发展多主体治理困境及消解路径  

Dilemma and Solutions for Plural Governance of High-quality and Balanced Development in Compulsory Education

作　　者：李宜江[1] 贾红旗 LI Yijiang;JIA Hongqi(Anhui Normal University,Wuhu Anhui 241000)

机构地区：[1]安徽师范大学,安徽芜湖241000

出　　处：《现代教育管理》2023年第12期41-49,共9页Modern Education Management

基　　金：国家社会科学基金教育学2022年重点课题“省域优质均衡发展的基本公共教育服务体系构建研究”(AFA220019)。

摘　　要：国家、地方、学校和社会组织作为义务教育优质均衡发展的治理主体分别扮演着元治、主治、自治和辅治的角色,由此形成了规定的、正式的、实施的、体验的四种优质均衡的认识与实践层次,共同形塑了优质均衡发展的多主体治理体系框架。基于该体系框架分析,当前义务教育多主体治理存在标准化治理与多样化发展的错位,唯效率治理造成重结果轻过程的优质退让,唯指标治理加剧学校的“表现性危机”,配合式治理难以发挥第三方治理优势等困境。为此,义务教育优质均衡发展需要各主体在协同治理的基础上,发挥主体灵活性,着力从构建多维弹性评估标准,强化过程质量监控,重视学校内涵式建设,增强社会组织专业能力等方面调整优化。As the governance subjects of high-quality and balanced development of compulsory ed⁃ucation,the state,local governments,schools,and social organizations play the roles of primary gover⁃nance,major governance,autonomous governance,and auxiliary governance respectively.This has formed four levels of understanding and practice of high-quality and balanced development:pre⁃scribed,formal,implemented,and experiential.Together,they have formed a framework for a plural governance system of high-quality and balanced development.Based on the framework analysis of this system,there is a mismatch between standardized governance and diversified development in the cur⁃rent plural governance of compulsory education.Only efficiency governance leads to high-quality con⁃cessions that prioritize results over processes,only indicator governance exacerbates the“performance crisis”of schools,and collaborative governance is difficult to leverage the advantages of third-party governance.Therefore,the high-quality and balanced development of compulsory education requires various entities to leverage their flexibility on the basis of collaborative governance,focusing on adjust⁃ing and optimizing from the construction of multidimensional elastic evaluation standards,strengthen⁃ing process quality monitoring,attaching importance to the connotation construction of schools,and en⁃hancing the professional capabilities of social organizations.

关 键 词：义务教育 优质均衡 多主体治理 弹性评估 内涵建设 

分 类 号：G521[文化科学—教育学]