论文标题:个人教育选择问题研究
On the Issue of Individual Education Choice
论文作者 翟静丽
论文导师 范先佐,论文学位 博士,论文专业 教育学原理
论文单位 华中师范大学,点击次数 85,论文页数 117页File Size6801k
2004-05-01论文网 http://www.lw23.com/lunwen_31974402/ 个人;学校教育;选择;公共利益;制度
individual; school educaiton; choice; institutional arrangement
在受教育者利益被贬抑的教育现实背景下，张扬个人利益的研究具有实践价值；在习惯于从社会、整体角度看待教育发展的理论研究背景下，个人主义的视角是一种有益的补充。个人教育选择是受教育者意愿的行为表达，是个人利益的外在表现。本文以此为研究对象正是试图在教育领域张扬个人利益，也尝试从个人主义的视角诠释教育的发展和变革。 以此为主旨，本文围绕三个问题开展研究：个人教育选择的价值追寻、约束条件下实现个人教育选择的可行性探讨、我国个人教育选择存在的问题和出路。论文的主要内容可以分为五章。 第一章界定概念之后回顾了个人教育选择理论。根据其对于个人进行教育选择可能范围的不同认识，本文把个人教育选择理论分为三个流派：教育公共选择学派、教育市场选择学派和激进派。在对各流派理论主张进行梳理的基础上，本文总结出现有理论的不足：1、对个人教育选择的价值认识不全面，强调个人教育选择的工具性价值，缺乏对建构性价值的追寻；2、进行个人教育选择的制度设计时，往往局限于“政府或者市场”的思路。 第二章探寻个人教育选择的价值基础。本文认为个人教育选择不仅因为能够促进教育生产效率、提高教育服务质量而具有工具性价值，更因为它是一种基本人权、是受教育者利益的外在表现而具有建构性价值。 第三章探讨约束条件下实现个人教育选择的制度安排。我们相信这与教育服务的生产方式天然相关。但是，我们认为教育服务的生产远不是“政府或者市场”这么单调，在完全政府的集体教育选择和完全市场的个人教育选择之间还有着广阔的制度安排空间。我们设计了一个从集体教育选择到个人教育选择的制度安排列对此进行了总结。认为有利于个人教育选择实现的制度安排具有以下特点：1、受教育者可以进行教育选择；2、受教育者手中掌握着部分资源，可以对学校利益产生影响；3、学校拥有自主权，能够对受教育者的选择做出反应。 第四章考察建国以来个人教育选择的变革和发展。以1985年《中共中央关于教育体制改革的决定》为界，将建国后我国的个人教育选择实践分为计划经济时期蜘博士学位论文[)()CT()RALT)1551{RJ.AT!()N与市场经济时期两个阶段。我们以计划经济体制下的个人教育选择状况为起点，重点考察了教育体制改革给我国的个人教育选择实践带来的变化，认为市场经济体制下的个人教育选择实践得到了很大的发展，有了更大的选择空间。 第五章求索目前我国个人教育选择问题的出路。指出目前我国个人教育选择实践中仍然存在的问题:一些人为的政策限制，比如“就近入学”政策;民办教育发展滞后对个人教育选择的影响;学校缺乏自主权限制了教育形式向多样化的发展。另外，根据前面对个人教育选择理论的探讨尝试提出对策思考。
The research will be of practical value which advocates individual interest, especially in a time when the interest of educatees is being restricted or even ignored. The perspective from the individual is complementary to the social and wholistic perspective on education development theories. Individual education choice is an expression of the will of the educatees and the exterior realization of individual interest. This thesis deals with the issue of individual education choice. It is an attempt to give voice to individual interest and to interpret educational development and reform in China since 1949 from an individual perspective.The whole thesis probes into three issues concerning the present topic, i.e., the significance of individual education choice, the feasibility of the realization of individual education choice under restriction, and the problem and solutions for individual education choice in China. The thesis consists of five chapters.Chapter 1 defines the concept of individual education choice and reviews the literature of education choice. There are three different schools of education choice theories resulting from the different viewpoints on education choices available to the individual, the education public choice school, the education market choice school, and the radical school. After a survey the theories of the different schools, several weaknesses are detected: 1) These theories do not cover the value of individual education choice as comprehensively as they should, they are overly preoccupied with the instrumentality value of individual education choice, and their explorations of the constitutive value are inadequate. 2) Their observations of potential regulations of individual education choice are restricted either to the government orientation or the market orientation.Chapter 2 addresses the value basis of individual education choice. It is held that individual education choice not only has instrumentality value for it can promote the proficiency of education production and improve education service quality, it also has constitutive value in that it constitutes one of the elementary human rights and is a realization of the interest of the educatees.Chapter 3 deals with the institutional possibilities of individual education choice under restriction. It is found that the institutional establishment of individual education choice is far more than government or market orientation can cover, there exist richpossibilities between the two poles of sheer government-oriented education choice and sheer market-oriented individual education choice. We reach a model which explores the room for institutional establishment between collective education choice and individual education choice. After an analysis of the possibilities of individual education choice institutional establishment and with reference to the existing education choice practice in western countries, we propose the following characteristics of education choice institutional arrangement which may encourage individual education choice: 1) The educatees are endowed with the freedom of education choice. 2) Part of the educational resources is in the disposal of educatees, which will influence the interest of educational institutions. 3) Educational institutions have the decision-making power to take action in response to the choice made by educatees.Chapter 4 is a survey of the changes and developments in individual education choice since 1949. We propose two periods in the individual education choice development: the planned economy periods and the market economy period. The launching of The Decree of Reforming the Educational System by the Central Government in 1985 marked the ending of the one and the beginning of the other period. Beginning with the situation before the launching of the decree, this chapter reviews the changes in individual education choice in China as a result of the reform of the educational system. It is found that great improvement is achieved in individual education choice in market e
|
