30年教育改革的中国经验

Education Reform:Experience from China

改革开放30年来,我国的教育改革和其他领域社会改革一样不断扩展和深化,极大地推进了人民教育事业的发展,取得了历史性成就。教育改革可以划分为四个大的历史时期——教育改革酝酿与教育事业恢复发展时期(1978-1984)、教育改革起步与教育事业稳步发展时期(1985-1992)、教育改革全面展开与教育事业快速发展时期(1993-1998)、教育改革持续深入与教育质量全面提升时期(1999-2008)。在此基础上,从教育改革的性质定位、背景认知、路径选择、价值诉求等四个方面对教育改革的基本特征进行理论分析和概括,可以发现,30年来我国教育改革从根本上说还是具有社会性和政治性的,是对不同历史时期社会发展需求的政策表达;教育改革的根本动因不在于教育自身,而在于社会经济和科技进步提出的客观需要;教育改革采取的是自上而下的路径;教育改革的价值诉求明显侧重于国家主义和经济主义等。在社会发展和教育发展的新形势下,未来10到15年中国教育改革的社会性质会更加突出、教育改革的背景认知更加全面、教育改革的路径选择更加多样、教育改革的价值诉求更加体现以人为本的思想。

From the start of reforming and opening to the outside world, China＇ s education reform has been gradually enlarged and deepened, like reforms in other social fields. Education reform has greatly promoted the development of all kinds of public education and made important historical achievement. This paper divides the history of China＇s education reform into four stages, that is, （i） the preparation of education reform and restoration of education system （1978--1984 ） ; （ii） the inauguration and steady advancement （1985- 1992）; （iii） the all--round execution and rapid development of education （1993--1998） ;（iv） the continuous deepening and complete promotion of education quality （1999--2008）. Based upon such retrospect, this paper analyses the characteristics of China＇ s education reform in the past 30 years, including its nature, background recognition, road choice and value assumptions. It generalizes that the 30 years education reform is part of the whole social reforms and a kind of political enterprise. The fundamental dynamics originates from objective needs of economical growth and scientific researches. The road of education reform is ＂top--down＂. The value assumptions emphasize the orientation of nationalism and economicism. Considering the new changes in social and educational development, this paper proposes some ideas and suggestions about further steps in ten or fifteen years, such as more unifications between education reform and other social reforms, more completeness of background recognition, more choices of reform ways and more humanisticality in respect of value assumption.