华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2018, Vol. 36 ›› Issue (1): 1-14+159.doi: 10.16382/j.cnki.1000-5560.2018.01.001

• 特稿 •    下一篇

中国教育发展方式的转变:路径选择与内生发展

褚宏启1,2   

  1. 1. 北京开放大学, 北京 100081;
    2. 北京师范大学教育学部, 北京 100875
  • 出版日期:2018-02-20 发布日期:2018-01-12
  • 基金资助:
    国家社会科学发展基金"十二五"规划教育学重点课题"以科学发展为主题转变教育发展方式研究"（AFA110001）。

Transformation of Chinese Educational Development Mode: Path Selection and Endogenous Development

CHU Hongqi1,2   

  1. 1. Beijing Open University, Beijing 100081, China;
    2. Faculty of Education, Beijing Normal University, Beijing 100875, China
  • Online:2018-02-20 Published:2018-01-12

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摘要： 教育发展方式是指实现教育发展的方法、手段和模式。21世纪中国社会的剧烈变革引发了教育目标的升级，要求教育以培育学生的核心素养而不是应试技能为主要目标，而教育目标的升级对转变教育发展方式提出了客观要求。转变教育发展方式包括五个方面的内容：调整教育结构、转变学生培养模式、转变教育管理方式、加强教育队伍建设、加强教育研究。前三者涉及教育发展方式转变的三条路径，即结构路径、技术路径、制度路径，后两者涉及教育的内生发展问题，为教育发展提供人力支持与智力支持。

关键词: 教育发展方式, 教育目标, 核心素养, 教育结构, 学生培养模式, 教育管理方式, 教育队伍, 教育研究, 内生发展

Abstract: Educational development mode refers to the methods, means and patterns of promoting educational development. In the 21st century, the dramatic changes in society have triggered the upgrading of educational goals,among which cultivating students' key competencies rather than examination skills is seen as the main goal. The upgraded educational goal has made it imperative to transform educational development mode. This transformation is discussed from the following five aspects:adjusting educational structure, transforming student cultivation mode, transforming educational administration mode, strengthening the construction of teaching force, and improving educational research. The first three aspects involve three paths to transforming development mode, namely structural path, technical path and institutional path. The last two aspects relate to the endogenous development of education, which provides the support of human and intellectual resources for educational development.

Key words: educational development mode, educational goal, key competencies, educational structure, student cultivation mode, educational administration mode, educators, educational research, endogenous development