我国终身教育政策演变:社会背景、文本内容及价值取向

Background and orientation of the lifelong educational policy in China

"终身教育"这一理念自1965年由法国成人教育家保罗·朗格朗提出后,便在世界范围内引起了巨大的反响,并逐渐从一种理念演变成为世界各国纷纷贯彻落实的法规政策。当前许多发达国家已经出台了有关政策来对本国终身教育的发展加以规范,并取得了一系列实质性的成果。我国的终身教育可以追溯到古代春秋战国时期,自孔子的"兴办私学"和"有教无类"开始,到十九大报告所提出的"办好继续教育,加快建设学习型社会",终身教育的理念不断被吸收与推广,学习型城市、学习型社会的构建效果也逐步呈现。但是,目前仍然没有一部专门的终身教育法律,终身教育政策体系的构建仍任重而道远。通过运用文献研究、内容分析及比较研究的方法,从社会背景、政策内容和价值取向三个方面,对改革开放四十年来我国终身教育政策的演变过程进行梳理,尝试揭示出在此过程中,终身教育在中国发展的成就与存在的问题。

The concept of life-long education,which was put forward by the French adult educator Paul Lengrand in 1965,has aroused great responses worldwide,and evolved from concept into policies that have been implemented in various countries.At present,many developed countries have issued relevant policies to standardize the lifelong education with substantial success.The philosophy of life-long education can be traced back to the Spring and Autumn Period（8 th-5 th centuries BC）in China.Since Confucius set up private schools and proclaimed education for all,lifelong education is a national policy,expressed at the highest political level.The 19 th Congress of CPC adheres to pursuing continuous education and speeding up the construction of a learning society.So,this paper argues for using the methods of literary researches and comparison for dealing with the process of Chinese lifelong education.