教育資源配置問題的理論研究——教育學(xué)的立場和觀點(diǎn)

1、的發(fā)展，更不利于對教育資源配置現(xiàn)實(shí)問題的解決。應(yīng)該本著“教育性生存”的教育學(xué)精神，尊重、包容和借鑒不同的學(xué)科領(lǐng)域的視角、價(jià)值立場和成果，超越二元對立的思維模式，就教育資源配置問題與不同學(xué)科展開對話。第二章，以“教育是為人的發(fā)展和社會化的服務(wù)”為教育學(xué)基本理論假設(shè)，對教育資源配置中的幾個(gè)基本理論問題進(jìn)行教育學(xué)解讀，為解釋和解決教育資源配置問題提供教育學(xué)觀點(diǎn)。首先分析了教育目的價(jià)值取向和教育資源配置的關(guān)系，重新闡釋教育為人發(fā)展服務(wù)和為社會發(fā)

2、展服務(wù)的關(guān)系，指出教育為個(gè)人發(fā)展服務(wù)是教育資源配置的出發(fā)點(diǎn)。然后分析了教育權(quán)利的結(jié)構(gòu)、行使方式及其歷史演變對教育資源配置的影響，指出多元教育權(quán)利結(jié)構(gòu)和可選擇的受教育權(quán)是當(dāng)今教育權(quán)利發(fā)展的趨勢，充分肯定了教育資源配置市場化的合法性。接著對教育產(chǎn)品的性質(zhì)進(jìn)行深入剖析，揭示經(jīng)濟(jì)學(xué)理論解釋教育問題的不足，指出教育資源配置的特殊性在于教育本身具有多功能性和價(jià)值選擇性。因此，國家有必要掌握教育的領(lǐng)導(dǎo)權(quán)，相應(yīng)地政府也必須承擔(dān)教育資源投入的責(zé)任。但隨著

3、政府的性質(zhì)及其在社會生活中的角色的轉(zhuǎn)變，教育應(yīng)該與意識形態(tài)適當(dāng)分離。最后探討了教育資源配置中公平和效率問題。指出由于每個(gè)人的教育需求是不同的，無法給定統(tǒng)一的實(shí)質(zhì)性教育公平，只有自主選擇的程序性教育公平。而教育資源配置的效率也不進(jìn)行簡單地經(jīng)濟(jì)計(jì)算，要在滿足個(gè)人教育需求和社會均衡發(fā)展之間尋找平衡。第三章，從中國教育資源配置的現(xiàn)實(shí)問題出發(fā)，揭示了計(jì)劃體制下教育資源配置的弊端和市場經(jīng)濟(jì)體制下教育資源配置的困惑，從教育自身的發(fā)展要求和人的發(fā)展的角

4、度，闡明教育資源配置的市場化改革的必要性，并對市場化的可能性進(jìn)行分析。第四章，對我國教育資源配置市場化改革提出建設(shè)性建議。指出教育市場化改革的目標(biāo)是建立政府宏觀調(diào)控下的教育資源市場配置體制，為此，應(yīng)該轉(zhuǎn)變政府職能，明晰學(xué)校產(chǎn)權(quán)，完善市場機(jī)制，建立和完善教育法律體系。關(guān)鍵詞：教育資源配置理論研究IIallocationEducationaleconomyisconfinedbyeconomicparadigmspaystoomuchatt

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