1、的發(fā)展，更不利于對教育資源配置現(xiàn)實問題的解決。應該本著“教育性生存”的教育學精神，尊重、包容和借鑒不同的學科領(lǐng)域的視角、價值立場和成果，超越二元對立的思維模式，就教育資源配置問題與不同學科展開對話。第二章，以“教育是為人的發(fā)展和社會化的服務”為教育學基本理論假設，對教育資源配置中的幾個基本理論問題進行教育學解讀，為解釋和解決教育資源配置問題提供教育學觀點。首先分析了教育目的價值取向和教育資源配置的關(guān)系，重新闡釋教育為人發(fā)展服務和為社會發(fā)

2、展服務的關(guān)系，指出教育為個人發(fā)展服務是教育資源配置的出發(fā)點。然后分析了教育權(quán)利的結(jié)構(gòu)、行使方式及其歷史演變對教育資源配置的影響，指出多元教育權(quán)利結(jié)構(gòu)和可選擇的受教育權(quán)是當今教育權(quán)利發(fā)展的趨勢，充分肯定了教育資源配置市場化的合法性。接著對教育產(chǎn)品的性質(zhì)進行深入剖析，揭示經(jīng)濟學理論解釋教育問題的不足，指出教育資源配置的特殊性在于教育本身具有多功能性和價值選擇性。因此，國家有必要掌握教育的領(lǐng)導權(quán)，相應地政府也必須承擔教育資源投入的責任。但隨著

3、政府的性質(zhì)及其在社會生活中的角色的轉(zhuǎn)變，教育應該與意識形態(tài)適當分離。最后探討了教育資源配置中公平和效率問題。指出由于每個人的教育需求是不同的，無法給定統(tǒng)一的實質(zhì)性教育公平，只有自主選擇的程序性教育公平。而教育資源配置的效率也不進行簡單地經(jīng)濟計算，要在滿足個人教育需求和社會均衡發(fā)展之間尋找平衡。第三章，從中國教育資源配置的現(xiàn)實問題出發(fā)，揭示了計劃體制下教育資源配置的弊端和市場經(jīng)濟體制下教育資源配置的困惑，從教育自身的發(fā)展要求和人的發(fā)展的角

4、度，闡明教育資源配置的市場化改革的必要性，并對市場化的可能性進行分析。第四章，對我國教育資源配置市場化改革提出建設性建議。指出教育市場化改革的目標是建立政府宏觀調(diào)控下的教育資源市場配置體制，為此，應該轉(zhuǎn)變政府職能，明晰學校產(chǎn)權(quán)，完善市場機制，建立和完善教育法律體系。關(guān)鍵詞：教育資源配置理論研究IIallocationEducationaleconomyisconfinedbyeconomicparadigmspaystoomuchatt

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