论教育改革的理性化品格

On the Rational Character of Education Reform

理性化是世界性教育改革潮流终极的精神内核和价值追求。目前，我国教育改革的理性化品格尚不明显，主要表现在对“教育改革”的属性和内涵认知不足，对教育改革目的、教育改革与社会改革的关系认识不当；参与教育改革的主体结构不尽合理；有关教育改革政策文本的诠释存在缺陷；缺乏健全的教育改革监测、评估和终结机制。教育改革理性化品格的培育需要根植于中国社会的生态与时空逻辑；回归于人的培育和发展，合理调节利益诉求，扩大教育改革的社会基础；构建动态、民主、开放的教育改革共同体；形成规范的、生活实践气息浓厚的教育改革政策文本；完善教育改革的评价标准，监测、反馈和终结机制，创生具有中国本土化特征的教育改革范式。

Striving to be rational is the ultimate core spirit and value pursuit of education reforms worldwide. Currently, the education reform in China is not highly rational. Major problems include: lack of understanding of the properties and content of "education reform" ,misunderstanding about the purposes of the education reform and the relationship between educational reform and social reform, irrational structure of the reform participants, flawed interpretation of education reform policies, and lack of a sound monitoring, evaluation and termination mechanism for the education reform. To cultivate the rational character of education reform requires a spatio-temporal logic rooted in the Chinese society; returning to human cultivation and development, rationally regulating the interest appeals and expanding the social foundation of the education reform; constructing a dynamic, democratic and open education reform community; developing standardized education reform policies informed by educational practices; and improving the evaluation, monitoring, feedback, and termination mechanism of education reform, creating an education reform paradigm with Chinese characteristics.