摘要
我国"学区制"与"教师流动制"联姻的价值初衷旨在通过学区内的教师流动促进教育均衡。然而,英美学区制的原有价值与本土价值却会发生冲突。本文对流动手段背后的"统筹"与"自治"这两种价值追求进行了深入解读,同时对"自由选择"与"革命情怀"这两项决定流动主体的价值进行了立体分析。最后,在批判平均主义均衡内涵的基础上,揭示了融合式均衡的内在价值。
Through combination of School District Policy and Teacher Mobility Policy, educational equality by mobility, are supposed to be achieved. However the values of ＂Top-down control＂ and ＂autonomy＂ behind mobility mode, the values of ＂freedom of choice＂ and ＂revolutionary complex＂ determining who is mobilizing or mobilized, are analyzed. Finally the absolute equality is criticized while the value of inclusion is highlighted as ultimate objective of mobility.
出处
《教育发展研究》
CSSCI
北大核心
2015年第8期69-74,共6页
Research in Educational Development
基金
浙江省社科规划重点课题"城镇化进程中师资与生源流动均衡的制度研究"(15NDJC002Z)的部分成果
关键词
价值冲突
学区制
教师流动
生源流动
value conflict, school district, teacher mobility, school choice
