教育强国建设的多维起点、内涵意蕴与主体行动
The Multidimensional Starting Points,Connotative Implications and Subjective Actions of the Construction of a Leading Country in Education
秦玉友 1王玉姣1
作者信息
- 1. 东北师范大学 中国农村教育发展研究院,吉林 长春 130024
- 折叠
摘要
建设教育强国是中华民族伟大复兴的基础工程.新时代,加快建设教育强国,需要从中国建成世界规模最大教育体系、中华优秀传统文化基因和中国教育发展的主要矛盾方面准确把握教育强国的多维起点.需要从本体论、功能论、语境论分析教育强国的内涵.需要利益相关主体协同发力,办学主体要提升支持力,加强资源保障;行政主体要提升决策力,增强政策供给;校长要提升领导力,优化学校运行;教师要提升教育力,增值专业资本;学生要提升学习力,培养发展活力.
Abstract
The construction of a leading country in education is a basic project for the great rejuvenation of the Chinese nation.For the accelerated construction of a leading country in education in the new era,we must accurately grasp the multidimensional starting point of a leading country in education,and make multiple investigations from the aspects of China’s construction of the world’s largest education system,Chinese excellent traditional cultural genes and the main contradictions in China’s education development.The connotation of a leading country in education needs to be analyzed from ontology,functionalism and contextualism.To construct a leading country in education,it requires the concerted efforts of stakeholders.The main body of an educational institution should enhance its support for education to strengthen their resource security.Education administrative departments should enhance their decision-making power to strengthen their policy provision.The principal should enhance the leadership to improve the operation of schools.Teachers should enhance power to promote their professional capital.Students should improve their learning power to cultivate their developmental vitality.
关键词
教育强国/多维起点/内涵意蕴/主体行动Key words
leading country in education/multidimensional starting point/connotative implication/subjective action引用本文复制引用
基金项目
国家社会科学基金重点项目(2022)(22AZD097)
出版年
2024
NETL
NSTL
维普
万方数据