發(fā)布時(shí)間：2018-04-28 03:22

  本文選題：教育平等 + 觀念��； 參考：《華東師范大學(xué)》2008年博士論文

【摘要】： 20世紀(jì)90年代以來,教育平等成為世界教育改革的主旋律,無論是發(fā)達(dá)國家還是發(fā)展中國家都非常重視教育平等,將其作為教育改革的基本原則。2001年中國政府頒布的《全國教育事業(yè)第十個(gè)五年計(jì)劃》明確提出“堅(jiān)持社會(huì)主義教育的公平與公正性原則,更加關(guān)注處境不利人群受教育問題�！苯逃降群凸匠蔀橹袊逃母锏年P(guān)鍵詞。 以實(shí)現(xiàn)教育平等和公平為目標(biāo)的教育改革能否順利推行、取得預(yù)期效果,不僅受客觀經(jīng)濟(jì)社會(huì)條件限制,而且與人們對(duì)教育平等的理解有關(guān)。 教育平等是現(xiàn)代教育的核心價(jià)值,它與現(xiàn)代教育同時(shí)誕生,并隨現(xiàn)代教育的發(fā)展,價(jià)值越來越彰顯�，F(xiàn)代教育及其平等觀念產(chǎn)生于西方,其關(guān)注人、以人權(quán)為核心、法律為保障、公共義務(wù)教育制度為依托的觀念在18世紀(jì)啟蒙運(yùn)動(dòng)時(shí)已基本成熟。一戰(zhàn)后,對(duì)教育權(quán)的認(rèn)識(shí)從消極權(quán)利轉(zhuǎn)變?yōu)樾枰獓襾肀Ｕ系姆e極權(quán)利;教育機(jī)會(huì)平等由初等教育入學(xué)機(jī)會(huì)平等轉(zhuǎn)入中等教育入學(xué)機(jī)會(huì)平等。二戰(zhàn)后,在民主化浪潮以及聯(lián)合國等國際組織的推動(dòng)下,西方教育平等觀念取得新進(jìn)展:20世紀(jì)50年代至60年代中期強(qiáng)調(diào)教育過程平等,60年代中期后轉(zhuǎn)至教育過程的產(chǎn)出——教育結(jié)果平等,并認(rèn)為要實(shí)現(xiàn)結(jié)果平等需要為不利人群提供補(bǔ)償。 19世紀(jì)下半葉,在西方列強(qiáng)的侵略下,中國被迫啟動(dòng)了現(xiàn)代化,植根于西方大生產(chǎn)和工業(yè)化基礎(chǔ)上的現(xiàn)代教育制度及其教育平等理念傳入中國。作為“后發(fā)外源型”現(xiàn)代化國家,中國的教育平等觀念在中西文化沖突中慢慢融入世界。本論文對(duì)西方影響下的中國教育平等觀念歷程進(jìn)行了研究,力圖揭示中國人吸收了西方觀念的哪些元素,做出了哪些變革,為什么會(huì)有這種選擇。 研究從縱橫兩方面展開,在縱向上分為五個(gè)階段:清末民初、五四時(shí)期、三四十年代、1949年后、改革開放后;在橫向上置于西方影響下,從教育平等觀念的基本元素出發(fā),對(duì)每一階段的觀念進(jìn)行分析,揭示其基本特征。 通過對(duì)百年來思想家、學(xué)者的著述以及各個(gè)時(shí)期教育法規(guī)、教育制度、統(tǒng)計(jì)資料等的詮釋解讀,得出以下結(jié)論: 19世紀(jì)中后期到五四時(shí)期為教育權(quán)利平等形成階段,20世紀(jì)20年代后期到90年代中期為機(jī)會(huì)平等階段,90年代中后期開始討論過程、結(jié)果平等,進(jìn)入21世紀(jì),過程與結(jié)果平等成為共同理念。權(quán)利平等盡管在五四時(shí)期已為知識(shí)精英所識(shí),但它并沒有成為其后普及教育、實(shí)現(xiàn)機(jī)會(huì)平等的價(jià)值支持,百年來的普及教育主要立足于國家存亡、階級(jí)利益、經(jīng)濟(jì)發(fā)展等因素。由于未從權(quán)利和人的角度思考機(jī)會(huì)平等,導(dǎo)致一些群體的教育權(quán)利實(shí)際上未得到保障。90年代中期后,人們逐漸認(rèn)識(shí)到教育是需要國家保障的基本人權(quán)、教育的目的就是人自身,機(jī)會(huì)平等的實(shí)現(xiàn)需要國家辦學(xué)、實(shí)行全部免費(fèi)的義務(wù)教育。 影響中國人教育平等觀念的因素主要有:中國與西方的關(guān)系、中國人對(duì)西方文化的認(rèn)識(shí)程度;中國自身的國情、文化傳統(tǒng)與價(jià)值觀;社會(huì)制度與意識(shí)形態(tài)的差別等。 在實(shí)現(xiàn)教育機(jī)會(huì)平等方面,中國人受古代經(jīng)世致用、民間辦初等教育、自由靈活辦學(xué)傳統(tǒng)等的啟發(fā),提出普及教育要發(fā)動(dòng)群眾,采用非標(biāo)準(zhǔn)化、非規(guī)范化甚至非制度化的形式,為民眾提供有益于生活的教育。
[Abstract]:Since 1990s, equality of education has become the main theme of the education reform in the world. Both developed and developing countries attach great importance to education equality, and take it as the basic principle of educational reform in the tenth five years of National Education issued by the Chinese government in.2001. With the principle of fairness, more attention should be paid to the education problem of disadvantaged groups. "Equality and equity in education become the key word in China's education reform.
The successful implementation of educational reform aimed at achieving educational equality and equity is not only restricted by the objective economic and social conditions, but also related to people's understanding of educational equality.
Education equality is the core value of modern education. It is born at the same time with modern education, and is becoming more and more obvious with the development of modern education. Modern education and its equality concept are produced in the West. The concept of modern education and its concept of equality is based on human rights as the core, law as the guarantee and the system of public compulsory education based on the Enlightenment of the eighteenth Century enlightenment movement. After World War II, after World War II, the equality of educational opportunities was changed from equal access to equal access to secondary education. After World War II, new progress in the western concept of equality of education was made under the wave of democratization and the United Nations and other international organizations: 20 The equality of educational processes was emphasized in the middle of the 50s to the middle of the 60s, and the output of education was transferred from the middle of 60s to the output of education, the result of education was equal, and the equality of results needed to provide compensation for the disadvantaged.
In the second half of the nineteenth Century, under the aggression of the Western powers, China was forced to start a modernized, modern education system based on Western production and industrialization and the concept of educational equality into China. As a modern country, the concept of educational equality in China slowly integrated into the world in the Chinese and Western cultural conflicts. This paper studies the course of the concept of equality of education in China under the influence of the west, trying to reveal which elements of Western ideas have been absorbed by the Chinese and what changes have been made and why there is such a choice.
The study is carried out from two aspects of vertical and horizontal. It is divided into five stages in the longitudinal direction: the beginning of the Qing Dynasty, the 54 period, the 30s and 40s, and the 1949 after the reform and opening up. Under the influence of the west, the basic elements of the concept of equality of education are analyzed and the basic characteristics of each stage are analyzed.
Through the interpretation and interpretation of thinkers, scholars' writings, educational regulations, educational systems and statistics in the past century, the following conclusions can be drawn:
From the middle and late nineteenth Century to the 54 period, the equal stage of education rights was formed, and the period from the late 1920s to the middle of 90s was the stage of equality of opportunity. The process of discussion began in the middle and late 90s. The result was equal, entered twenty-first Century and the process and the result equality became common ideas. It has not become the value support of universal education in the aftermath and the realization of equal opportunity. The century's universal education is mainly based on the national survival, class interests, economic development and other factors. Due to the lack of equality of rights and people's perspective, the education rights of some groups have not been guaranteed in the middle period of.90. Education is the basic human rights that need national security. The purpose of education is human itself. The realization of equal opportunity needs the country to run a school and carry out all free compulsory education.
The main factors that affect the concept of equality of Chinese people are: the relationship between China and the west, the degree of Chinese understanding of the western culture, the national conditions of China, the cultural tradition and values, the difference between social system and ideology, etc.
In the realization of equality in educational opportunities, the Chinese are inspired by the ancient times, the folk primary education and the free and flexible tradition of running schools. It is suggested that universal education should be launched to mobilize the masses and adopt non standardized, non standardized and even non institutionalized forms of education for the people.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類號(hào)】：G521

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 吳文成;;聯(lián)盟實(shí)踐與身份承認(rèn):以新中國參與聯(lián)合國教科文組織為例[J];外交評(píng)論(外交學(xué)院學(xué)報(bào));2012年01期

相關(guān)博士學(xué)位論文 前1條

1 張聰;毛澤東早期反抗教育思想來源研究[D];東北師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前3條

1 黃倩;義務(wù)教育均衡發(fā)展背景下的美術(shù)教育[D];南京師范大學(xué);2011年

2 季小燕;中國現(xiàn)代鄉(xiāng)村教育實(shí)踐的探索者——?jiǎng)俅╗D];華東師范大學(xué);2010年

3 金萍;現(xiàn)代美國高等教育平等的進(jìn)展與問題[D];沈陽師范大學(xué);2013年

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本文編號(hào)：1813546