改革开放以来义务教育办学条件建设:成就、反思与建议——基于数据分析的视角
|
摘要
义务教育办学条件是办好义务教育阶段学校的基本前提。改革开放以来,我国义务教育在改革中不断发展,在艰难曲折中不断前进。基于对改革开放以来义务教育办学条件各类生均数据、变化率的计算,数据分析表明,我国义务教育学校办学条件发生了翻天覆地的变化。在义务教育阶段学校校舍建筑面积、教学设施设备、教育信息化配置等方面的生均水平、区域水平显著提升,尤其是农村学校办学条件得到明显改善。反思我国当前义务教育办学条件建设的问题,离新时代"办好人民满意的教育"的新要求仍有距离。未来,我国应继续以推进义务教育学校标准化建设为抓手,科学规划城乡学校建设,合理利用农村教育资源,着力攻克义务教育学校薄弱环节,不断加强义务教育办学条件督导评估。
The school running conditions of compulsory education is the basic premise of running a school well in the stage of compulsory education.Since the Reform and Opening-up,compulsory education in China has been developing steadily in the course of reform,and advancing continuously with difficulties and twists.Based on the calculation of the per capita data and change rate of all kinds of students in compulsory education since the Reform and Opening-up,the analysis shows that the conditions of compulsory education schools in China have undergone tremendous changes.In the compulsory education stage,the average level of students and regional level in school building area,teaching facilities and equipment,education information allocation and other aspects have increased significantly,especially the conditions of rural schools have been significantly improved.However,facing the new request of"making education satisfied by the people"in the new era,and rethinking the development of the school conditions for compulsory education in China,there is still a long way to go.In the future,China should continue to promote the standardization of compulsory education schools,scientifically plan the construction of urban and rural schools,rationally utilize rural educational resources,overcome the weak links of compulsory education schools,and constantly strengthen the supervision and evaluation of compulsory education conditions.
The school running conditions of compulsory education is the basic premise of running a school well in the stage of compulsory education.Since the Reform and Opening-up,compulsory education in China has been developing steadily in the course of reform,and advancing continuously with difficulties and twists.Based on the calculation of the per capita data and change rate of all kinds of students in compulsory education since the Reform and Opening-up,the analysis shows that the conditions of compulsory education schools in China have undergone tremendous changes.In the compulsory education stage,the average level of students and regional level in school building area,teaching facilities and equipment,education information allocation and other aspects have increased significantly,especially the conditions of rural schools have been significantly improved.However,facing the new request of"making education satisfied by the people"in the new era,and rethinking the development of the school conditions for compulsory education in China,there is still a long way to go.In the future,China should continue to promote the standardization of compulsory education schools,scientifically plan the construction of urban and rural schools,rationally utilize rural educational resources,overcome the weak links of compulsory education schools,and constantly strengthen the supervision and evaluation of compulsory education conditions.
引文
[1]宋乃庆,罗士琰,王晓杰.义务教育改革与发展40年的中国模式[J].南京社会科学,2018(9):25-30.
[2]张健.中国教育年鉴[M].长沙:湖南教育出版社,1986(12):227-237.
[3]中华人民共和国教育部科学技术司.2002-2003年教育信息化发展概况[EB/OL].(2003-08-12)[2018-08-30].http://www.moe.gov.cn/srcsite/A16/s7062/200308/t20030812_82372.html.
[4]教育部.2016年全国教育信息化工作专项督导报告[EB/OL].(2016-10-31)[2018-08-30].http://www.moe.edu.cn/jyb_xwfb/gzdt_gzdt/s5987/201610/t20161031_287128.html.
[5]教育部.2017年全面改善贫困地区义务教育薄弱学校基本办学条件工作专项督导报告[EB/OL].(2018-05-10)[2018-09-01].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201805/t20180510_335564.html.
[6]宋乃庆,李森,朱德全.中国义务教育发展报告2012[M].北京:教育科学出版社,2013:171-194.
[7]教育部.西南大学评估组:义务教育第三方评估情况[EB/OL].(2015-11-26)[2018-09-01].http://www.moe.edu.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2015n/xwfb_151126/151126_sfcl/201511/t20151126_221196.html.
[8]宋乃庆,李森,朱德全.中国义务教育发展报告2013[M].重庆:西南师范大学出版社,2014:66-95.
[9]宋乃庆,李森,朱德全.中国义务教育发展报告2014[M].重庆:西南师范大学出版社,2015:164-196.
[10]教育部.习近平在全国教育大会上强调坚持中国特色社会主义教育发展道路培养德智体美劳全面发展的社会主义建设者和接班人.[EB/OL].(2018-09-10)[2018-09-20].http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201809/t20180910_348145.html.
[11]陈重穆,宋乃庆.淡化形式,注重实质:兼论《九年义务教育全日制初级中学数学教学大纲》[J].数学教育学报,1993(2):4-9.
[12]宋乃庆,陈重穆.再谈“淡化形式,注重实质”[J].数学教育学报,1996(2):15-18.
[13]李鹏,朱德全.义务教育学校标准化建设:进程、问题与反思---基于2010-2014年全国义务教育办学条件数据的测度分析[J].清华大学教育研究,2016,37(1):110-117.
[14]王远伟,杜育红.义务教育办学条件评价指标体系构建与应用研究[J].教育发展研究,2013,33(2):36-43.
[15]杨小敏,杜育红.农村义务教育办学条件改善的成就、问题和对策[J].教育理论与实践,2012,32(13):20-23.
[2]张健.中国教育年鉴[M].长沙:湖南教育出版社,1986(12):227-237.
[3]中华人民共和国教育部科学技术司.2002-2003年教育信息化发展概况[EB/OL].(2003-08-12)[2018-08-30].http://www.moe.gov.cn/srcsite/A16/s7062/200308/t20030812_82372.html.
[4]教育部.2016年全国教育信息化工作专项督导报告[EB/OL].(2016-10-31)[2018-08-30].http://www.moe.edu.cn/jyb_xwfb/gzdt_gzdt/s5987/201610/t20161031_287128.html.
[5]教育部.2017年全面改善贫困地区义务教育薄弱学校基本办学条件工作专项督导报告[EB/OL].(2018-05-10)[2018-09-01].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201805/t20180510_335564.html.
[6]宋乃庆,李森,朱德全.中国义务教育发展报告2012[M].北京:教育科学出版社,2013:171-194.
[7]教育部.西南大学评估组:义务教育第三方评估情况[EB/OL].(2015-11-26)[2018-09-01].http://www.moe.edu.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2015n/xwfb_151126/151126_sfcl/201511/t20151126_221196.html.
[8]宋乃庆,李森,朱德全.中国义务教育发展报告2013[M].重庆:西南师范大学出版社,2014:66-95.
[9]宋乃庆,李森,朱德全.中国义务教育发展报告2014[M].重庆:西南师范大学出版社,2015:164-196.
[10]教育部.习近平在全国教育大会上强调坚持中国特色社会主义教育发展道路培养德智体美劳全面发展的社会主义建设者和接班人.[EB/OL].(2018-09-10)[2018-09-20].http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201809/t20180910_348145.html.
[11]陈重穆,宋乃庆.淡化形式,注重实质:兼论《九年义务教育全日制初级中学数学教学大纲》[J].数学教育学报,1993(2):4-9.
[12]宋乃庆,陈重穆.再谈“淡化形式,注重实质”[J].数学教育学报,1996(2):15-18.
[13]李鹏,朱德全.义务教育学校标准化建设:进程、问题与反思---基于2010-2014年全国义务教育办学条件数据的测度分析[J].清华大学教育研究,2016,37(1):110-117.
[14]王远伟,杜育红.义务教育办学条件评价指标体系构建与应用研究[J].教育发展研究,2013,33(2):36-43.
[15]杨小敏,杜育红.农村义务教育办学条件改善的成就、问题和对策[J].教育理论与实践,2012,32(13):20-23.