对英国教育优先区政策的分析及其对我国师资培养的启示

AN ANALYSIS OF THE BRITISH EDUCATIONAL PRIORITY AREAS SCHEME AND ITS ENLIGHTENMENT AND REFERENCE TO THE TEACHER'S TRAINING IN CHINA

为避免经济贫乏、文化不利地区儿童在教育起跑线上处于劣势,二十世纪六七十年代,英国发布了以积极差别待遇为原则的《普劳顿报告》。该报告中提出的研究结果、界定标准、政策建议,为后续教育优先区政策的实施提供了一定参考。不过由于缺乏支持、经费不足、补助标准不公、未认清教育不公的本质等原因,英国教育优先区政策最终未能继续实施,并被其他教育议题所取代。虽然英国教育优先区政策最终未能取得成功,但其政策的实施经验却对我国师范院校的师资培养具有巨大启示,包括我国师范院校应规范定向培养模式、与中小学建设联系网络等,可为改善我国偏远地区教育资源分配以及提升我国乡村基础教育教学质量提供一定的借鉴。

In the 1960s and 1970s,the United Kingdom issued the Plowton Report on the principle of positive discrimination to avoid children in economically and culturally disadvantaged areas from being inferior at the beginning of their education.The Plowton Report put forward research results,standards and policy suggestions,which provided a reference for the follow-up implementation of the educational priority areas(EPA)scheme.However,due to the lack of support and funds,unfair subsidy standards,and failure to recognize the essence of education inequality,the British EPA scheme had not been able to continue,and had been replaced by other educational schemes.Although the British EPA scheme had not fulfilled its end,the experience of its implementation still has significant enlightenment on the teacher's training in Chinese normal universities.Chinese normal universities should standardize the directional training mode,and construct the connection network with the primary and secondary schools,and so on,which would improve the distribution of educational resources in remote areas and boost the teaching quality of rural elementary education.