重点高中培养出了精英人才吗?——多视角观点的审视
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摘要
我国的重点高中大多是人为扶持发展起来的官办名校,承担着精英培养的应然职责,理论上重点高中应同时在智力和德性两方面培养未来的精英人才,但事实上培养效果不佳。当前应对重点高中精英培养方面存在的缺陷进行深刻检讨,要对精英培养的规律有明确认知,要对国家所需要的精英人才的规格有全面而精准的理解。具体来说,要把好重点高中的"入口关",以"更加综合和多样化的录取方式"取代"仅以考试成绩作为唯一录取标准";也要把好"过程关",按照精英培养的内在规律来设计、组织和实施课程教学。
Key high schools,a major form of elite placement,are mostly government-run in our country,which bear the responsibility of the elite training.In theory,key high schools are supposed to cultivate elites in terms of intelligence and virtue,but in fact,they have not gone anywhere.At present,a profound reflection is urgently needed on the deficiencies of the elite training in key high schools,together with a clear understanding of the law of elite training and a comprehensive and accurate understanding of the specifications of the elite talents needed by the state.Specifically,key high schools are expected to adopt a "more comprehensive and diversified enrollment approach"to replace the "admission criteria grounded wholly on examinations";they are also expected to design,organize and implement course teaching in the light of inherent law of elite training.
Key high schools,a major form of elite placement,are mostly government-run in our country,which bear the responsibility of the elite training.In theory,key high schools are supposed to cultivate elites in terms of intelligence and virtue,but in fact,they have not gone anywhere.At present,a profound reflection is urgently needed on the deficiencies of the elite training in key high schools,together with a clear understanding of the law of elite training and a comprehensive and accurate understanding of the specifications of the elite talents needed by the state.Specifically,key high schools are expected to adopt a "more comprehensive and diversified enrollment approach"to replace the "admission criteria grounded wholly on examinations";they are also expected to design,organize and implement course teaching in the light of inherent law of elite training.
引文
[1]宋石男.当代中国没有精英教育[EB/OL].http://edu.qq.com/a/20140901/018067.htm,2014-09-01/2016-03-16.
[2]教育部普通教育一司.中学教育经验选编[M].北京:人民教育出版社,1980:36-39.
[3]雷晓云.精英教育:一个仍需关注的课题——兼论精英与精英教育的质的规定性[J].现代大学教育,2001(4):69-72.
[4]何晓文.德育引领创新:华东师范大学第二附属中学创新人才培养的探索与实践[M].上海:华东师范大学出版社,2009:239.
[5]叶之红.关于拔尖创新人才早期培养的基本认识[J].教育研究,2007(6):36-42.
[6]国务院关于基础教育改革与发展的决定(国发[2001]21号)[EB/OL].[2018-02-15].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_16/200105/132.html.
[7]教育部.教育部关于印发《普通高中课程方案(实验)》和语文等十五个学科课程标准(实验)的通知(教基[2003]6号)[EB/OL].[2018-02-15].http://www.moe.edu.cn/srcsite/A26/s8001/200303/t20030331_167349.html.
[8]国家中长期教育改革和发展规划纲要工作小组办公室.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].[2018-02-15].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html.
[9]郑太年,赵健.国际视野中的资优教育——拔尖创新人才培养的理论、政策与实践[M].上海:华东师范大学出版社,2012:205.
[10]霍益萍.普通高中现状调研与问题讨论[M].上海:华东师范大学出版社,2010:31.
[11]夏正江,蒋洁蕾.重点高中存废的理论迷思[J].全球教育展望,2014(11):25-51.
[12]郑也夫.吾国教育病理[M].北京:中信出版社,2013:47.
(1)本文对专家学者、普通高中(重点与非重点)校长就“精英人才应当具备哪些特征?”的访谈也可得出这一结论。受访者大体上从智力和非智力因素,或换句话而言,便是才能和德性的角度做出相关阐述。
[2]教育部普通教育一司.中学教育经验选编[M].北京:人民教育出版社,1980:36-39.
[3]雷晓云.精英教育:一个仍需关注的课题——兼论精英与精英教育的质的规定性[J].现代大学教育,2001(4):69-72.
[4]何晓文.德育引领创新:华东师范大学第二附属中学创新人才培养的探索与实践[M].上海:华东师范大学出版社,2009:239.
[5]叶之红.关于拔尖创新人才早期培养的基本认识[J].教育研究,2007(6):36-42.
[6]国务院关于基础教育改革与发展的决定(国发[2001]21号)[EB/OL].[2018-02-15].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_16/200105/132.html.
[7]教育部.教育部关于印发《普通高中课程方案(实验)》和语文等十五个学科课程标准(实验)的通知(教基[2003]6号)[EB/OL].[2018-02-15].http://www.moe.edu.cn/srcsite/A26/s8001/200303/t20030331_167349.html.
[8]国家中长期教育改革和发展规划纲要工作小组办公室.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].[2018-02-15].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html.
[9]郑太年,赵健.国际视野中的资优教育——拔尖创新人才培养的理论、政策与实践[M].上海:华东师范大学出版社,2012:205.
[10]霍益萍.普通高中现状调研与问题讨论[M].上海:华东师范大学出版社,2010:31.
[11]夏正江,蒋洁蕾.重点高中存废的理论迷思[J].全球教育展望,2014(11):25-51.
[12]郑也夫.吾国教育病理[M].北京:中信出版社,2013:47.
(1)本文对专家学者、普通高中(重点与非重点)校长就“精英人才应当具备哪些特征?”的访谈也可得出这一结论。受访者大体上从智力和非智力因素,或换句话而言,便是才能和德性的角度做出相关阐述。