摘要
当前我国教育发展的非均衡状况突出表现为"发展内差异"。解决区域、学校和人群差异的思路与策略主要有三种:一是以针对性措施提升差序之底线的"成长性均衡",二是形成强势弱势之间的良性互动与共建的"分享式均衡",三是视差异为资源、以变革促均衡的"有效益的均衡"。这三种均衡路径的价值追求各异,提升底线的均衡追求的是基础性的"成长",强弱互动的均衡强调的是"分享",以差异为资源的均衡则看重最有内涵放大效应的"增效增益"。评价三种不同路径的改革成效要有不同的重心。
The unbalanced development of current China education is obviously shown as ＂differences in development＂. There are three ways which can deal with the differences in regions, schools and groups： first, ＂growing balance＂- it can improve the bottom line of differences by pertinent measures; second, ＂sharing balance＂ - it can bring the positive interaction and construction; third, ＂profitable balance＂ - it takes differences as resource and promotes balance through reform. The value orientation of three balanced ways is different： the first way is to promote the basic ＂growing＂; the second way is to emphasize ＂sharing＂; the third way is to pay much attention to the ＂increasing benefit＂ which owns the effect of enlarging connotation. We should use different gravity centers to evaluate the reform effect of three ways.
出处
《教育发展研究》
CSSCI
北大核心
2009年第5期6-10,共5页
Research in Educational Development
