[1]薛晓阳.乡村教育与乡村建设的政策隔离及问题
——以农村教育的文化责任和乡村义务为起点[J].清华大学教育研究,2018,(02):52-59.[doi:10.14138/j.1001-4519.2018.02.005208]
XUE Xiao-yang.Policy?Isolation?of?Rural?Education?and?Rural?Construction——Taking?Culture?Responsibility?of?RuralEducation?as?a?Starting?Point[J].TSINGHUA JOURNAL OF EDUCATION,2018,(02):52-59.[doi:10.14138/j.1001-4519.2018.02.005208]
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乡村教育与乡村建设的政策隔离及问题
——以农村教育的文化责任和乡村义务为起点
XUE Xiao-yang.Policy?Isolation?of?Rural?Education?and?Rural?Construction——Taking?Culture?Responsibility?of?RuralEducation?as?a?Starting?Point[J].TSINGHUA JOURNAL OF EDUCATION,2018,(02):52-59.[doi:10.14138/j.1001-4519.2018.02.005208]
清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]
- 卷:
- 期数:
- 2018年02期
- 页码:
- 52-59
- 栏目:
- 新时代教育专题
- 出版日期:
- 2018-04-20
文章信息/Info
- Title:
- Policy?Isolation?of?Rural?Education?and?Rural?Construction——Taking?Culture?Responsibility?of?RuralEducation?as?a?Starting?Point
- 分类号:
- G649.21
- 文献标志码:
- A
- 摘要:
- 乡村教育具有特殊的文化责任，这一责任是它作为乡村建设主体的依据。教育的“乡村意识”不只属于乡村教育，实际也属于城市教育。乡村教育不能只有公共性和标准化，而应包含比城市教育更丰富的文化内涵。乡村建设与乡村教育处于两种视野中，前者立足于“农村视野”，而后者则立足于“国家视野”。在政策设计层面，两者处于分离和脱节之中。乡村教育的基本价值是均衡和标准化，而乡村建设则是以致富和发展为目标。事实上，不仅乡村教育缺少“乡村责任”，而且乡村建设同样缺少“教育意识”。乡村教育在政策设计中被赋予“扶贫对象”的身份和处境，而不是作为乡村建设的动力和主体。农村学校实际处于乡村建设之外，没有赋予任何乡村义务和责任。
- Abstract:
- Rural education has specific cultural responsibility, which could be the basis of the main part of rural construction. Rural awareness is not only a part of rural education but also part of urban education. In addition to the natures of publicity and standardization, rural education contains more cultural connotations compared to urban education. Rural construction and rural education could be seen from different perspectives. The former one is established in rural perspective and the later one is based on national perspective. At the policy design level, these two are in separation and isolation. Equalization and standardization are the core values of rural education, while rural construction targets on enrichment and development. In fact, rural education is in short of rural responsibility, and rural construction lacks of educational awareness. Rural education is designed to help low-income students, but not be seen as the motivator and main body of rural construction. Rural schools stand outside of rural construction and are not endowed with any rural obligation or rural responsibility.
相似文献/References:
[1]蔡志良孔令新.撤点并校运动背景下乡村教育的困境与出路[J].清华大学教育研究,2014,(2):114.
[2]姚荣.中国乡村教育的意义嬗变与实践逻辑：基于“制度与生活”
互动的视角[J].清华大学教育研究,2017,(06):114.
YAO Rong.The Evolution and Experimental Logic of China’s Rural Education: Based on the View of the Interaction between Social Systems and Ways of Living[J].TSINGHUA JOURNAL OF EDUCATION,2017,(02):114.
[3]朱旭东 赵瞳瞳.论促进儿童全面发展的乡村教育生态系统建构
——基于“新”教育生态学的理论视角[J].清华大学教育研究,2022,(03):42.
ZHU Xu-dong ZHAO Tong-tong.The Construction of Rural Education Ecosystem to Promote Children’s All-Round Development
——Based on the Theoretical Perspective of “New” Ecology of Education[J].TSINGHUA JOURNAL OF EDUCATION,2022,(02):42.
更新日期/Last Update:
2018-04-20