迈向“有差异的优异”——发达国家基础教育分流模式与特征

Toward Distinctive Excellence——The Models and Characteristics of Differentiation in Basic Education in Developed Countries

基础教育分流集中体现了学校教育的"筛选"和"分类"功能,具有重要的奠基性和导向性地位。依据分流导向、分流对象、分流时点及分流依据,世界主要发达国家的基础教育分流可被划分为"学术型-晚分流"、"职业型-早分流"、"学术型-早分流"、"职业型-晚分流"四种模式。四种分流模式各有特点,兼有不足,适用于不同的国家。通过比较发达国家基础教育四种分流模式,发现它们的不同点与趋同点:分流导向各有偏重,但总体上向"普职兼顾"的方向发展;分流对象各具针对性,"有差异的优异"日益成为对象群体的核心竞争力;分流时点有早有晚,多次分流和适时分流成为趋势;分流依据标准不一,学分、证书等综合性评价依据成为新的"通行证"。发达国家的经验及发展趋势可为我国基础教育分流制度的完善和改进寻找可行的解决之道:一是开拓"多向分流"的通道;二是提供"多次分流"的机会;三是创造"相互沟通"的条件;四是重视"上下衔接"的过渡。

Differentiation in basic education,which reflects such functions as selection and classification in school education,plays a fundamental and guiding role. Based on the differentiation’s directions,target students,phases and basis,differentiation in basic education in the major developed countries falls into four models:the late-academic model,the early-career model,the early-academic model,and the late-career model;each having its own features and disadvantages,these models are used in different countries. A comparison of these models reveals their differences and similarities:Each has its own preference,but on the whole tends to attach equal importance to both general education and vocational education;each targets certain students,whose distinctive excellence increasingly helps them gain core competitiveness;the phases of differentiation vary,and due differentiation on different occasions becomes a new trend;and the standards for differentiation vary,such standards for comprehensive evaluations as academic credits and certificates serving as new "passes". The experience and trends in the major developed countries can help China find feasible solutions to the consummation of the system for differentiation in basic education:opening channels for multi-directional differentiation,offering opportunities for differentiation on different occasions,creating conditions for mutual communication,and attaching importance to the transition at different educational stages.