重识“教育普及化”——走出教育规模普及化的认识误区

To Re-recognize Popularization of Education——Out of the Misunderstanding of the Scale-popularization of Education

改革开放以来,“普及化”一直作为我国教育发展中的重要任务。然而,作为一个战略和政策目标,“什么是普及化”并未得到清晰的阐述。从莫尔尝试提出普及教育思想开始,教育普及化的话题已经跨越了六个世纪。从路德最初关于普及教育必要性与举措的思考,到夸美纽斯对于普及教育所指的拓展,再到马丁·特罗明确提出规模思维、整体思维、系统思维以及时代思维四个维度,普及化作为一个兼有多维性、过程性和发展性概念的认识逐渐清晰。在推进普及化的过程中,我们只有跳出规模思维的局限,努力推进各个学段教育形态的整体变革和教育综合改革,充分理解社会发展带给普及化的新手段以及提出的新要求,才能真正实现普及化的战略目标,推动教育实现高质量发展。

Since the reform and opening up,“popularization”has been an important task in the development of education in China. However,as a strategic and policy goal, "what is popularization" has not been clearly amplified. Since Thomas More tried to put forward the idea of education popular-ization,the topic has spanned six centuries. From Martin Luther’s initial thinking on the necessity and measures of education popularization,to the expansion of the signified about education popularization which Amos Comenius refers to,and then to Martin Trow’s explicit interpretation of four dimensions including Scale Thinking,Overall Thinking,System Thinking and Era Thinking,education popularization is clearly seen as a multi-dimensional,procedural and developmental concept. In the process of promoting popularization,we can achieve the strategic goal of popularization and promote the high-quality development of education by jumping out of the limitation of scale thinking,making efforts to promote the overall change of education forms and comprehensive education reform,and fully understanding the new techniques and reguirements brought by social development.