乡村基础教育高质量发展的内涵特征、运行机理与实践逻辑  

The Connotative Features,Operational Mechanism and Practical Logic of High-quality Development of Rural Basic Education

作　　者：李保玉 Li Baoyu(School of Marxism,Qujing Normal University,Qujing 655011,Yunnan,China)

机构地区：[1]曲靖师范学院马克思主义学院,云南曲靖655011

出　　处：《学术探索》2024年第12期142-152,共11页Academic Exploration

基　　金：2023年度国家社会科学基金教育学一般项目(BIA230223)。

摘　　要：乡村基础教育高质量发展既是一个起于“高质量”的价值选择的命题,还是一个落在“发展”上的实践判断的命题,不仅要注重“成事”的政策目标和“为人”的理论指向,还要强调“发展”的实践过程。在过程论视域下,乡村基础教育高质量发展是一项复杂的系统工程,是各种教育生态因子交互作用的结果,呈现出共生性、公共性、内生式、特色化的内涵特征。它是由环境类要素、外援型要素、内生型要素与服务类要素四大教育生态要素所构成,并在其上下联动、相辅相成的运行实践中架构起来的。从实践的视域看,乡村基础教育的高质量发展需要遵循“在场性”归位、“在地化”表达、“主体性”回归与“一体化”共生四大逻辑理路,实现各教育生态要素间的优势互补和协同共生。The high-quality development of rural basic education is not only a proposition that starts from the value choice of"high quality",but also a proposition that falls on the practical judgment of""development".It should not only focus on the policy goals of"achieving success"and the theoretical direction of"being human",but also emphasize the practical process of"develop-ment".From the perspective of process theory,the high-quality development of rural basic education is a complex system engi-neering,which is the result of the interaction of various educational ecological factors,presenting the connotation characteristics of symbiosis,publicness,endogeneity,and specialization.It is composed of four major educational ecological elements:environmen-tal elements,external aid elements,endogenous elements,and service elements,and is constructed in their interconnected and complementary operational practices.From a practical perspective,the high-quality development of rural basic education needs to fllow four logical paths:"presence"positioning,"localization"expression,"subjectivity"return,and"integration"symbiosis,to achieve complementary advantages and collaborative symbiosis among various educational ecological elements.

关 键 词：高质量发展 共生系统 内生式发展 一体化 乡村基础教育 

分 类 号：C602[社会学]