新时期素质教育再解读

发布时间：2018-06-05 05:10

本文选题：实施素质教育 + 可持续发展　；参考：《人民教育》2011年07期

【摘要】：《国家中长期教育改革和发展规划纲要(2010-2020年)》(以下简称《教育规划纲要》)明确指出,"坚持以人为本、全面实施素质教育是教育改革发展的战略主题"。对素质教育地位的这一定位,实在值得我们关注:它既体现了工作的方向,也预示着改革的攻坚点。上世纪90年代,《人民教育》曾推出汨罗素质教育的典型。现在看来,汨罗的意义,在于它对实施素质教育相关机制的构建与改造,如控制重复教育、控制留级率、控制班额学额的"三控制",面向属地每一类教育、面向每一所学校、面向每一个学生、面向学生的每一个方面的"四面向"。现在,我们该如何理解素质教育?素质教育应在哪些层面上继续深入推进?本期我们特别邀请北京教育学院副院长钟祖荣教授谈谈自己的研究心得。
[Abstract]:The outline of the National medium and long term Education Reform and Development Plan 2010-2020 (hereinafter referred to as "the outline of the Education Planning") clearly points out that "adhering to people-oriented and implementing quality-oriented education in an all-round way is the strategic theme of educational reform and development". This position of quality education is worthy of our attention: it not only embodies the direction of work, but also indicates the key point of reform. Last century 90 s, the people's Education once launched Miluo quality education typical. Now it seems that Miluo's significance lies in the construction and transformation of the relevant mechanisms for implementing quality-oriented education, such as the control of repeated education, the control of the repetition rate, the control of "three controls" of class places, and the "three controls" for each type of education in the territory and for every school. Four faces for every student, for every aspect of the student. Now, how should we understand quality education? At what level should quality education be further promoted? In this issue, we specially invite Professor Zhong Zourong, Vice Dean of Beijing Institute of Education, to share our research experience.
【作者单位】：北京教育学院;
【分类号】：G521

【相似文献】