我国校外教育功能定位流变及其现代转向

The Historical Evolvement of the Localization of Outside-school-education's Function and Its Transformation in China

功能定位是我国校外教育从外延发展走向内涵发展面临的首要问题。自新中国成立以来我国校外教育经历了萌芽期、初创期、破坏与恢复期、发展期、转型期五个阶段,不同阶段其功能定位受历史逻辑的驱策而嬗变发展。校外教育功能定位由"延伸"、"补充"、"并举"到"协同"转向具有内在必然性。立足自身,强化校外教育服务的专业化建设;破除壁垒,构建一体化的政策执行、监督机制;区域疏导,搭建校内外联动的组织平台是校外教育融身大教育体系,与学校教育"一体两翼"推进素质教育发展继而实现校外教育功能定位"协同"转向的基本路径。

The localization of function is the primary problem in the development of Outside-school-education （OSE）from extension development to connotation development. Since the founding of the People’s Republic of China,OSE hasexperienced five periods：embryonic stage,start-up stage,damage and recovery period,development period and transformationperiod. The historical logic causes the evolution of the functional localization of OSE. In the period of transition,it’snecessary to transform the functional localization of OSE from“extension”,“supplement”,“simultaneous”to“synergy”.By strengthening specialization of service,building the integration of policy implementation mechanism and making linkageorganization platform, OSE can work together with school education just like the model called“ one body and twoswings”,promote the development of the quality-oriented education in our country,and finally realize the transform of thefunctional localization of OSE.