离公平而有质量的义务教育还有多远

How Far is it to a Fair and Quality Compulsory Education

英国著名教育家怀特海将教育的节奏分为浪漫、精确和综合运用三个阶段,指出"浪漫化"教育具有目的内在自发、内容丰富多彩、形式知行合一和评量质性多元的表征,有利于学生智慧习得与情感发展,契合义务教育基础性的性质和促进儿童协调发展的宗旨。我国义务教育正处于"浪漫化"的教育阶段,但当前存在以下困境:超前教育无视"浪漫化"教育的目的,过量教育僵化"浪漫化"教育的内容,无根教育固化"浪漫化"教育的形式,失衡教育窄化"浪漫化"教育的评量。复归"浪漫化"的义务教育可从以下四大途径进行探寻:遵循"浪漫化"教育目的,循序渐进开展教育;丰富"浪漫化"教育内容,张弛有度设计教育活动;创新"浪漫化"教育形式,深入生活开发课程;完善"浪漫化"教育评量,多元发展培育学生。

Whitehead,a famous British educator,divides the rhythm of education into three stages:romantic,precise and comprehensive application.He points out that romantic education has the characteristics of internal spontaneity,rich content,unity of knowledge and action,and multiple evaluation quality,which benefit students’ intelligence acquisition and emotional development,and conform to the foundational nature of compulsory education and the purpose of promoting children’s coordinated development.The compulsory education development in China is in the stage of "romantic" education with the following difficulties:the advanced education ignores the purpose of "romantic" education;excessive education stays in the content of"romantic"education;rootless education solidifies the form of"romantic"education;unbalanced education narrows the evaluation of "romantic" education.The return of "romantic" education can be explored in the following ways:following the "romantic"education purpose and carrying out education step by step;enriching the"romantic"education content and relaxing the design activities;innovating the "romantic" education form and promoting curriculum rooted in life of curriculum;improving the "romantic" education evaluation and facilitating students’comprehensive development.The aim is to let children return to the true and let compulsory education serve for life-long development.