摘要
总体来看,我国城乡社会是一个社会等级空间,并经历了社会生产管理分区、社会生产与资源配置功能分区,以及社会结构性互动与资源配置紧张等三个阶段。城乡教育发展也依次经历了秩序维护与等级教育的互构、功能区分与差异供给的强化、以及个体发展与资源配置的冲突等三个阶段。因此,目前的城乡教育一体化应是立足于保障农村学生个体发展,增强对农村教育资源供给,逐步破解城乡社会等级空间的过程。
In a nutshell, China＇s urban and rural society is a social class space, which has experienced three stages by the management zone of social production, the functional partition of social production and the allocation of resources, and social structural interaction with the crisis of allocation of resources. Accordingly, the education development of urban and rural also has experienced three stages in turn by the construction of order maintenance and social class education, the strengthening of the function to distinguish and the differences to supply, and the conflict between individual development and the allocation of resources. Therefore, the integration of urban and rural education should be a process which is based on the security of rural students＇ individual development, strengthen the rural education resources supply, and gradually break the process of urban and rural social class space.
出处
《教育科学》
CSSCI
北大核心
2015年第2期1-5,共5页
Education Science
基金
教育部哲学社会科学研究重大课题攻关项目“城镇化背景下我国义务教育改革和发展机制研究”(项目批准号:13JZD043)
中央高校基本科研业务费专项资金资助项目“从身份到职业:农村教师社会地位变迁路径的研究”(项目批准号:14ZZ1201)
关键词
城乡社会关系
社会等级空间
城乡教育
relation between urban and rural Areas
social class space
urban and rural education
