教育高质量发展的生成要素及实现逻辑  

Generative Elements and Implementation Logics of High-quality Development of Education

作　　者：闫琳琳 严仲连[1] YAN Linlin;YAN Zhonglian(Northeast Normal University,Changchun Jilin 130024)

机构地区：[1]东北师范大学,吉林长春130024

出　　处：《现代教育管理》2024年第11期84-93,共10页Modern Education Management

基　　金：国家社会科学基金项目“农村学前教育发展风险识别与防范研究”(19BSHO49)。

摘　　要：传统教育模式受质量管理理论与实践的影响,常以一定的“标准”来评价教育发展的质量问题,将“高标准”作为教育高质量发展的行动要略,形成了“高质量”就是“高标准”的认识。然而,“高标准”导致教育活动被禁锢在普遍标准化的实践理念之中,束缚了教育的生命力与创造力,亟须对“高标准”教育发展进行再审视,重新把握教育高质量发展的生成要素与实现逻辑。基于元标准的审思,保障教育主体规制性外生公平的“公平主义要素”、促进教育主体持续性内生公平的“进步主义要素”是教育高质量发展的生成要素,而保证时代教育公平与促进时代教育进步是教育高质量发展的实现逻辑。The traditional education model is influenced by the theory and practice of quality management,and often evaluates the quality issues of education development with certain"standards".It takes"high standards"as the action strategy for high-quality education development,forming the understanding that"high quality"is"high standards".However,"high standards"have led to educational activities confined to universally standardized practical concepts,constraining the vitality and creativity of education.It is urgent to re-examine the development of"high-standard"education and grasp the generative elements and logic of high-quality education development.Based on the perspective of meta standards,the"fairness element"that ensures the regulatory exogenous fairness of education subjects and the"progressivism element"that promotes the sustained endogenous fairness of education subjects are the generative elements of high-quality education development.Ensuring the fairness of contemporary education and promoting the progress of contemporary education have become the logic for achieving high-quality development of education.

关 键 词：教育高质量发展 “高标准”教育 元标准 生成要素 实现逻辑 

分 类 号：G40-011[文化科学—教育学原理]