素质教育认识论的误区及其超越

Quality Education: Epistemological Misunderstandings and its Rectification

2006年新修订的《中华人民共和国义务教育法》颁布以后,素质教育作为一种政策理念已经以法律的形式规定下来,这必将有利于增强"素质教育"作为一种语词象征符号的合法性地位,坚定我国政府、学校与社会实施素质教育的意志与信念,扩大人们对于素质教育的关注与讨论范围,促进素质教育的全面实施与发展。素质教育在当前兼具政策语体与科学语体双重特征。在全面推进素质教育改革的过程中深入持久地开展对素质教育问题的讨论不仅具有非常重要的理论意义,而且也具有非常重要的现实意义。素质教育与应试教育之间并非是一种简单的对立与否定关系。为进一步提高素质教育改革的合理性与有效性,必须克服以下四种错误认识:其一,把素质教育理解成为一种取消考试的教育;其二,把素质教育理解成为一种以技能培养取向为主的才艺教育;其三,把素质教育理解成为一种急功近利的工具性教育;其四,把素质教育理解成为一种无约束的自由教育。

After the issuing of the improved version of the Law on Compulsory Education of the People＇s Republic of China in 2006, quality education as a policy notion has been set in the form of law. This will surely benefit enhancing the legitimate status of ＂quality education＂ as a symbolic sign, strengthening the volition and belief of the Central Government, the schools and the society to realize quality education, extending people＇s attention to it and the discussion scope, and promoting its all--round implementation and development. Quality education has the duality of policy and science discourse. Therefore, there are four misunderstandings that should be eliminated： quality education as （i） a replacement for examination; （if） a talent and skill training; （iii） an instrument for quick success; and （iv） an arbitrary education with no restraint.