新时期农村教育的取向选择

The Orientation Choice of Rural Education in the New Era

经过长期努力,农村教育取得了前所未有的发展。走进新时期,农村教育面临着新任务、新预期、新挑战,这就要求农村教育实现研究取向、政策取向、实践取向上的新超越。在研究取向上,确定非单一学科取向,认识到农村教育是一个研究领域,农村教育概念是多学科取向的概念,农村教育问题是一个社会问题。在政策取向上,认识到倾斜性政策话语在政策执行中的随意性风险,承认资源生均平等政策话语在政策建构中的阶段性意义,推动积极差异政策话语作为政策创新的取向选择。在实践取向上,系统反思农村教育实践认知劣势思维的危害,认识到农村教育仿城化实践的局限,推动农村教育实践的特征思维转向。

After long-term efforts, rural education has achieved unprecedented development. Rural education faces new tasks, new expectations and new challenges in the new era. This requires rural education to achieve a new transcendence in research orientation, policy orientation and practice orientation. In terms of research orientation, we should identify the non-single subject orientation, recognize that rural education is a research field, the concept of rural education is a concept of multi-disciplinary orientation, and the problem of rural education is a social problem. In terms of policy orientation, we should realize the risk of freedom from favoring countryside policy discourses in policy implementation, acknowledge the staged significance of policy discourses on the equality of resources in policy construction, and promote positive different policy discourses as the orientation choice of policy innovation. In terms of practice orientation, we should systematically reflect on the harm of inferior thinking in rural education practice and cognition, recognize the limitations of imitating-urban rural education practice, and promote the transformation to the characteristics thinking of rural education practice.