CAJ | 학술논문

改革开放以来，我国义务教育经历非均衡发展、非均衡向均衡发展过渡和均衡发展三个政策阶段。在这一进程中，义务教育均衡发展政策的动力机制、价值取向、过程保障和文化规则有着自身的演进逻辑。这一政策的未来走向，将以新型非均衡发展为动力机制，以“发展平衡”促进“机会均等”为价值取向，以每个适龄儿童少年均等享有良好教育为过程保障，以尊重和引导教育民意为文化规则，从而将形成均衡发展义务教育的新的政策框架。
개혁개방이래，아국의무교육경력비균형발전、비균형향균형발전과도화균형발전삼개정책계단。재저일진정중，의무교육균형발전정책적동력궤제、개치취향、과정보장화문화규칙유착자신적연진라집。저일정책적미래주향，장이신형비균형발전위동력궤제，이“발전평형”촉진“궤회균등”위개치취향，이매개괄령인동소년균등향유량호교육위과정보장，이존중화인도교육민의위문화규칙，종이장형성균형발전의무교육적신적정책광가。
Since the reform and opening up, the policy of compulsory education has experienced three steps in China： unbalanced development, transition from unbalanced to balanced development, and balanced development. During this process, the dynamic mechanism, the value orientation, the process ensuring and the culture rules of the policy of balanced development of compulsory education have their own evolution logic. In the future, taking the new style unbalanced development as the dynamic mechanism, promoting ＂opportunity equality＂ with ＂development balance＂ as the value orientation, all school-aged children equably enjoying good education as the process ensuring, and respecting and leading public desire on education acting as the culture rules, will form the new policy structure of the balanced development of compulsory education.