本文選題：教育僭越 + 教育管理者�。� 參考：《教育理論與實踐》2017年28期

【摘要】：各教育主體在教育教學過程中扮演不同的角色,教育的發(fā)展需要教育系統(tǒng)內(nèi)各教育主體的各司其職及通力合作。然而,基于教育自身的復雜性及社會的發(fā)展變化等各方面原因,現(xiàn)實教育教學中總是存在各教育主體僭越或是被僭越其職責范圍的現(xiàn)象,從而導致角色混亂與失調(diào),進而擾亂了正常的教育教學秩序,阻礙了教育功能的發(fā)揮。唯有立足于教育系統(tǒng)內(nèi)外,追尋教育的本真,探索教育中各教育主體應有的角色立場與基本素養(yǎng),依托教育理論與制度、社會制度的發(fā)展與完善,方能讓各教育主體"歸位",從而使教育系統(tǒng)各環(huán)節(jié)協(xié)調(diào)一致,進而解決問題,實現(xiàn)教育目的。
[Abstract]:Each main body of education plays different roles in the process of education and teaching. The development of education requires the educational subjects to perform their respective duties and cooperate with each other in the education system. However, due to the complexity of education itself and the development and change of society, there is always the phenomenon that the subjects of education have overstepped or been overstepped by their responsibilities, which leads to confusion and imbalance of roles. Furthermore, it disturbs the normal order of education and teaching and hinders the exertion of educational function. Only based on the inside and outside of the educational system, pursuing the true nature of education, exploring the role position and basic accomplishment of each educational subject in education, relying on the educational theory and system, developing and perfecting the social system, In order to make the main body of education "return", so that all links of the education system can be coordinated, and then solve the problem and achieve the purpose of education.
【作者單位】： 西南大學教育學部;
【基金】：國家社科基金2013年度一般項目“新中國成立以來學校體育思想演變與中小學體育課程改革的歷史經(jīng)驗研究”(項目編號:13BTY039)的研究成果
【分類號】：G40

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