论中国基础教育领导管理体制的分类分权改革——以1977年以来的经验教训为依据

发布时间：2018-07-12 20:22

本文选题：基础教育 + 领导管理体制　；参考：《西南大学学报(社会科学版)》2017年04期

【摘要】：中国1977年以来在基础教育领导管理体制方面先短暂推行党委统一领导下的以县以上教育行政部门为主的体制,接着进行"地方负责、分级管理"或"分级办学、分级管理"的改革与调整,后推行"以县为主"、"管办评分离"的改革。这些改革特别是1985年到2000年间的改革取得了一定成绩,但出现的问题比较严重、留下的教训比较深刻。根据其中的经验教训和基础教育改革与发展的需要,中国未来还需要按照以下思路来进行基础教育领导管理体制改革:辩证地认识改革及相关问题;遵循教育领导管理体制改革的基本原则;进行分类改革;尽可能减少不必要的中间管理环节;适度分权,将该下放的责权下放给相关的管理主体:给县级教育行政部门直接管理全县教育的责和权;给学校较大的管理权力特别是办学自主权;进一步加强民主管理。
[Abstract]:Since 1977, China has briefly implemented a system of administrative departments of education at or above the county level under the unified leadership of the Party committee, followed by "local responsibility, hierarchical management" or "graded running schools." After the reform and adjustment of hierarchical management, the reform of "county-oriented" and "management of grading away" was carried out. These reforms, especially from 1985 to 2000, have made some achievements, but the problems are serious and the lessons left behind are profound. According to the experiences and lessons and the needs of the reform and development of basic education, China also needs to carry out the reform of the leadership and management system of basic education according to the following ideas in the future: dialectical understanding of the reform and related problems; Following the basic principles of the reform of the educational leadership management system; carrying out classified reforms; minimizing unnecessary intermediate management links; appropriately decentralizing, The decentralization of the responsibility to the relevant management bodies: to the county education administrative departments directly manage the county education responsibility and power; to give schools greater management power, especially school autonomy; to further strengthen democratic management.
【作者单位】：西南大学教育学部、基础教育研究中心;
【基金】：教育部人文社会科学研究规划基金项目“三十多年来我国义务教育学术思想史研究(1978-2015)”(15YJA80037),项目负责人:廖其发
【分类号】：G639.2

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