WALKING ON THREE LEGS: CENTRALIZATION, DECENTRALIZATION, AND RECENTRALIZATION IN CHINESE EDUCATION
WALKING ON THREE LEGS: CENTRALIZATION, DECENTRALIZATION, AND RECENTRALIZATION IN CHINESE EDUCATION
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三条腿走路：中国教育的集权、分权和再集权
DOI：
10.1007/978-1-4020-4358-1_3
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发表时间：
2006
影响因子：
2.5
通讯作者：
J. N. Hawkins
中科院分区：
文献类型：
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作者：
J. N. Hawkins
中国显然已经走上了一条不仅要成为地区领导者，而且要成为世界领导者的道路。但为了做到这一点，中国的领导人确信，中国的实力与培养和留住最优秀、最聪明的学生以及改革教育体系有关（陆，2000）。为实现这些目标，当前教育改革运动的一个主要特点是注重权力下放。几乎从1949年中华人民共和国成立以来，中国的教育领导层就一直在努力解决集中和分散的问题。“两条腿走路”（集中和分散教育相结合）和“民办学校”（社区开办的学校）等术语再次流行，可追溯到几十年前（Hawkins，1973年）。在公社制度的后期，省政府要求公社和生产大队独立开办农村小学和初中，自筹资金，并以竞争的方式雇用教师（辛，1984）。然而，这些早期将权力从中央转移到地方一级的努力并不代表我们今天看到的这种范围的国家权力下放政策。
China has clearly set itself on a path to become not only a regional but also a world leader. But in order to do so, its leaders are convinced that China’s power is linked to producing and retaining the best and brightest students and to reforming its educational system (Lu, 2000). A major feature of the current educational reform movement to achieve these goals is the focus on decentralization. China’s educational leadership has been struggling with the issue of centralization and decentralization almost since the founding of the People’s Republic in 1949. Terms such as “walking on two legs” (combining both centralized and decentralized approaches to education) and minban schools (community-run schools), once again in vogue, date back several decades (Hawkins, 1973). In the latter years of the commune system, communes, and production brigades were being urged by provincial authorities to run rural primary and junior middle schools independently, raising funds through their own efforts, and hiring teachers in a competitive manner (Xin, 1984). These early efforts to shift authority from central to local levels did not represent, however, a national decentralization policy of the scope we are witnessing today.