公平责任:新世纪中国弱势教育现象政府治理的伦理指向

发布时间：2018-05-01 17:05

本文选题：弱势教育现象 + 公平责任　；参考：《内蒙古社会科学(汉文版)》2011年04期

【摘要】：中西部教育、农村教育、弱势群体教育等弱势教育现象是中国教育改革与发展进程中突出的矛盾与问题,弱势教育现象具有外赋性、后致性与相对性等特征。传统的城乡二元社会结构与分而治之的治理结构、教育发展中的增长极战略、转型期的阶层形成与分化等是弱势教育现象形成的深层理论逻辑。弱势教育现象的本质是教育公平缺失,而政府又是弱势教育现象治理的公平责任主体。新世纪以来,政府对教育均衡发展、农村教育发展、弱势儿童教育权益保障等政策与法律的关注,透析出教育公平已经成为政府治理弱势教育现象的重要价值走向。
[Abstract]:In the process of education reform and development in China, the phenomena of weak education, such as education in central and western China, rural education and vulnerable group education, are prominent contradictions and problems. The phenomenon of weak education has the characteristics of externality, posteriority and relativity. The traditional dual social structure of urban and rural areas and the governance structure of divide and rule, the strategy of growth pole in the development of education, the formation and differentiation of stratum in the transition period are the deep theoretical logic of the formation of the phenomenon of weak education. The essence of the phenomenon of weak education is the lack of educational fairness, and the government is the subject of fair responsibility for the governance of the phenomenon of weak education. Since the new century, the government has paid attention to the balanced development of education, the development of rural education and the protection of the educational rights and interests of vulnerable children. The analysis shows that educational fairness has become an important value trend for the government to govern the phenomenon of weak education.
【作者单位】：华中科技大学教育科学研究院;
【基金】：全国教育科学“十一五”规划教育部青年专项课题(编号:EFA090380)
【分类号】：G521

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