“三位一体”教育扶贫模式的构建与实施
|
摘要
教育扶贫是促进教育均衡发展和社会公平的重要路径。海南基于经济社会、教育和生态发展的现实需要,探索实施"三位一体"教育扶贫模式,由政府、非营利性组织、学校三方合力,以标准化学校建设为基础,以校长和教师队伍建设为支撑,并通过课程联动、托管帮扶等机制建设与运转,实现了教育、扶贫、生态三者协同发展的目标,对于区域推进教育扶贫和教育均衡发展具有重要的借鉴意义。
Educational poverty alleviation is an important approach to promote educational balanced development and social equity. Based on the needs of the development of economic society,education and ecology,Hainan Province has explored and implemented Trinity model of educational poverty alleviation. The model was implement and supported corporately by government,non-profit organization and school,and was based on building standardized schools,propped up by principal and teacher teams. Also mechanism,induding mechanism of assistance and trusteeship and mechanism of curriculum linkage,were constructed for the model. Collaborative targets of education,poverty alleviation,and ecology protection were achieved. It is believed that the model has great enlightenment for promoting educational poverty alleviation and educational balanced development.
Educational poverty alleviation is an important approach to promote educational balanced development and social equity. Based on the needs of the development of economic society,education and ecology,Hainan Province has explored and implemented Trinity model of educational poverty alleviation. The model was implement and supported corporately by government,non-profit organization and school,and was based on building standardized schools,propped up by principal and teacher teams. Also mechanism,induding mechanism of assistance and trusteeship and mechanism of curriculum linkage,were constructed for the model. Collaborative targets of education,poverty alleviation,and ecology protection were achieved. It is believed that the model has great enlightenment for promoting educational poverty alleviation and educational balanced development.
引文
[1][美]西奥多.W.舒尔茨.改造传统农业[M].梁小民译.北京:商务印书馆,1987.146.
[2]张艳玲.习近平扶贫新论断:扶贫先扶志、扶贫必扶智和精准扶贫[EB/OL].[2016-01-03][2016-2-1].http://politics.people.com.cn/n1/2016/0103/c1001-28006150.html.
[3]马学玲.扶持谁?谁来扶?怎么扶?习近平答中国扶贫关键三问[EB/OL].[2015-11-29][2016-2-1].http://news.xinhuanet.com/politics/2015-11/29/c_128479669.htm.
[4]石秀慧.海南教育扶贫移民的实践与探索[J].新教育,2013,(11):4.
[5]朱德全.西部贫困地区农村“双证式”教育扶贫模式探索[J].教育研究,2004,(2):80-84.
[6]教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].[2010-07-29][2015-07-12].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_838/201008/93704.html.
[7]陈夫义,范涌峰.海南思源实验学校:成效、问题及对策[J].新教育,2012,(1):4-8.
[8]谢君君.教育扶贫研究综述[J].复旦教育论坛,2012,10(3):66-71.
[9]范涌峰,李欣莲,宋乃庆.城乡教育一体化的三种基本模式:生成机理与问题应对---基于琼、渝、蓉的实践分析[J].教育发展研究,2014,(1):6-11.
[2]张艳玲.习近平扶贫新论断:扶贫先扶志、扶贫必扶智和精准扶贫[EB/OL].[2016-01-03][2016-2-1].http://politics.people.com.cn/n1/2016/0103/c1001-28006150.html.
[3]马学玲.扶持谁?谁来扶?怎么扶?习近平答中国扶贫关键三问[EB/OL].[2015-11-29][2016-2-1].http://news.xinhuanet.com/politics/2015-11/29/c_128479669.htm.
[4]石秀慧.海南教育扶贫移民的实践与探索[J].新教育,2013,(11):4.
[5]朱德全.西部贫困地区农村“双证式”教育扶贫模式探索[J].教育研究,2004,(2):80-84.
[6]教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].[2010-07-29][2015-07-12].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_838/201008/93704.html.
[7]陈夫义,范涌峰.海南思源实验学校:成效、问题及对策[J].新教育,2012,(1):4-8.
[8]谢君君.教育扶贫研究综述[J].复旦教育论坛,2012,10(3):66-71.
[9]范涌峰,李欣莲,宋乃庆.城乡教育一体化的三种基本模式:生成机理与问题应对---基于琼、渝、蓉的实践分析[J].教育发展研究,2014,(1):6-11.