基于反思的建构：素质教育的认识框架和实践原则

The Reconstruction Based on the Reflection: the Idea Framework and Practice Principle of Quality-Oriented Education

本报告系统梳理了近20多年来我国素质教育理论与实践的发展历程并展开反思，也对存在的实践误区和理论误读展开了批判。报告深入分析了当前我国社会发展背景下教育功能取向转变的必要与可能，认为倡导并践行素质教育意味着教育功能从指向外在价值转向注重内在价值，继而探讨了教育功能转向的时机及可能条件。基于上述研究，报告展开了对素质教育认识框架的再确立，深化路径的再找寻，推进方式的再斟酌以及实践原则的再调整。重点讨论和反思了20年来“典型引路式”的案例推广、“行政主导式”的实验区建设和以“公平‧均衡”为基调的“区域推进”这几种主导性方式，倡导多方力量的合作，尤其是大中小学合作推进，并提出要坚持“以学生成长为中心”，“让政府尽责任”，“以学校为主导”，“让全社会来参与”的素质教育推进原则。

Article analyses the educational theory and practice development on Essential-Quality-Oriented Education in the recently over 20 years, criticizes the misunderstanding on the practice and theory. By analyzing the possibility and necessity of the turnover on educational function in the background of the Chinese social development, it announces that pursuing and practicing Essential-Quality-Oriented Education means the educational function is turning into focusing on the internal value instead of the external value. It also discussed the opportunity and condition of the turning over. Based on the analysis above, the report discuss the reframing of the idea framework on Essential-Quality-Oriented Education, re-exploring the method of progress, rethinking of the way to promote and readjusting of the practice principle. It discusses and reflects some main mode of Essential-Quality-Oriented Education, which are case promotion of the typical case, experiment area guiding by educational bureau; big-scale area promotion oriented social justice. It advocates the cooperation of the all kinds of power and party, especially the promotion based University-school partnership. It also mentions the Essential-Quality-Oriented Education promotion principle, which are “students development oriented”, “school as the leading factor”, “government taking the responsibility as they are supposed to do” and “whole society involvement”.