素质教育的缘起、内涵及构成要素论略

尽管素质教育的理念就以其强大的鼓动性和生命力迅速为人们所接纳，但在具体的教育实践中素质教育所取得的成绩却并不尽如人意。重要的在于澄清理论问题：首先，明确当今素质教育获得广泛先赞誉的奥秘并不是基于其实践优势，而是基于其道德和逻辑优势；其次，揭示素质教育能够兴起并获得广泛的道义支持，实际上是缘于社会对素质内容的重新界定和教育内在功能的结构性张力反弹及其政府决策层的积极倡导；再次，表明素质教育的本质内涵其实是对以往教育的基本内涵的一种现代转换，而不是另起炉灶再创造；最后，指出构成人的素质的基本要素知识、能力、人格在逻辑上呈现出由低到高的互为关联的三个层级关系。

The Origin ,Connotation and Components of Quality-Oriented Education

This paper tries to clarify the following questions:first,the broad approval for quality oriented education is not based on practical superiority,but rather on moral and logic ones.Second,its rise,and moral approval and support from the people,derive from the re demarcations of liberal education by the society and search for the potentials in the internal structure of education as well as the active advocacy of the authorities.Furthermore,its connotation in fact is a modern transformation instead of a brand new creation.Finally,the author indicates the inter connective three layer relation from lower to higher levels for its basic components of human quality i.e.knowledge,ability and personality.