| 后扶贫时代教育扶贫应处理好的几对关系 |
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| 引用本文： | 汤颖,邬志辉.后扶贫时代教育扶贫应处理好的几对关系[J].教育与经济,2021,37(1):11-18. |
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| 作者姓名： | 汤颖 邬志辉 |
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| 作者单位： | 通化师范学院教育科学学院,通化134002;东北师范大学中国农村教育发展研究院,长春130024 |
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| 基金项目： | 教育部人文社会科学重点研究基地重大项目"中国农村教育发展基本类型与模型建构研究" |
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| 摘 要： | 全面脱贫时间节点的到来为教育扶贫开启了新的思维起点,向教育扶贫提出了过程性挑战。基于后扶贫时代贫困现象的主要特征,教育扶贫质量的可持续提升有赖于处理好教育发展与教育扶贫、扶智与扶志、农村教育贫困与城市教育贫困、扶贫主体与贫困主体、教育扶贫的国际经验与本土实践等关系。后扶贫时代的教育扶贫应诉诸多维关系视域的系统化行动,在扶贫实践中需进一步凸显教育发展的功能建设、精神扶贫的价值指向,关注特殊贫困人群的主体特征、倾听教育贫困者的主体诉求,探索国际教育扶贫经验的在地化实践,推动实现我国教育扶贫经验的国际社会贡献力。
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| 关 键 词： | 后扶贫时代 教育扶贫 关系 |
Several Pairs of Relations Should be Handled Well in Educational Poverty Alleviation in the Post Poverty Alleviation Era |
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| Ying Tang,Zhihui Wu.Several Pairs of Relations Should be Handled Well in Educational Poverty Alleviation in the Post Poverty Alleviation Era[J].Education & Economy,2021,37(1):11-18. |
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| Authors: | Ying Tang Zhihui Wu |
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| Institution: | (Institute of Educational Science,Tonghua Normal University,Tonghua 13400;China Institute of Rural Education Development,Northeast Normal University,Changchun 130024) |
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| Abstract: | The arrival of the time node of totally getting rid of poverty has opened a new starting point for the education poverty alleviation,and has proposed procedural challenges to the education poverty alleviation.Based on the main characteristics of the poverty alleviation in the post poverty alleviation era,the sustainable improvement of the quality of educational poverty alleviation requires us to correctly deal with the relations between education development and educational poverty alleviation,between wisdom elevation and will elevation,between rural education poverty and urban education poverty,between the subject of poverty alleviation and the subject of poverty,as well as between the international experience and local practice,and so on.The educational poverty alleviation in the post-poverty alleviation era should further highlight the function of education development and the value of the mental poverty alleviation,focusing on the characteristics of the special poor and the main body of the education poor,explore the localized practice of international experience of educational poverty alleviation and to promote the international contribution of Chinese experience of educational poverty alleviation. |
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| Keywords: | post poverty alleviation era educational poverty alleviation relation |
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