从“均等”到“适合”——义务教育均衡发展研究的现状与趋势

Abstract

“义务教育均衡发展“是当前我国教育理论和实践界的热点话题。现有研究大都沿袭了罗尔斯“正义原则“的分析框架,将教育资源配置均等与否作为“义务教育均衡发展“的衡量指标。然而这一思路缩小了“均衡“的内涵,外在的数量指标遮蔽了教育质量这一内在指标,使教育成为经济发展的附庸。后续研究应拓展“均衡“的外延,追求教育质量的均衡,着眼于使教育适合不同儿童的差异发展,并将这种有差异的适合视作“义务教育均衡发展“的题中之义。

Balanced development of compulsory education is a hot issue in current education research of China.Most of the studies followed the analytical framework of Justice Principle of Rawls, which puts the equality of education resource allocation as an indicator for "balanced development of compulsory education.However, this view reduces the scale of "balance", the external quantity indicator covered the education quality, which results in the education dependency of economic development.Therefore, the future researchers should expand the reference of balance, pursue the balance of education quality and make education fit the development of different children and regard this fit with discrepances as the topic of compulsory education balanced development.