论学校课程治理变革的意义、性质与任务
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摘要
学校课程改革的深化应着眼于课程治理变革,这是落实学生发展核心素养培养目标治理变革的要求。学生发展核心素养的性质与形成规律、课程的治理本质和课程实施的经验教训决定了学生发展核心素养的落实需要课程治理变革;有效的课程治理变革需要建立具有包容性、连贯性和明确性的学生发展核心素养课程标准,构建多层次的课程协商治理机制和改善课程治理方式,把课程治理变革贯穿于核心素养的落实、实施和评价的全过程,为核心素养的落实提供参与机制、能力和评价保障。
The deepening of school curriculum reform should focus on the reform of curriculum governance,which is the requirement to implement the governance reform objective of student core competencies development.The nature and forming principles of core competences,the essence of curriculum governance and the experience drawn during the process of curriculum implementation determine that the implementation of core competences should be in need of curriculum governance reform.With regard to effective curriculum governance reform,we should set up curriculum standards for students' core competencies development that embody inclusiveness,coherence and clarity,build the multilayered?curriculum consultative governance mechanisms and improve ways of curriculum governance.We should consider the curriculum governance reform throughout the process of the implementation and evaluation of the core competencies,which will provide participation mechanisms,capabilities,and evaluation guarantees for the implementation.
The deepening of school curriculum reform should focus on the reform of curriculum governance,which is the requirement to implement the governance reform objective of student core competencies development.The nature and forming principles of core competences,the essence of curriculum governance and the experience drawn during the process of curriculum implementation determine that the implementation of core competences should be in need of curriculum governance reform.With regard to effective curriculum governance reform,we should set up curriculum standards for students' core competencies development that embody inclusiveness,coherence and clarity,build the multilayered?curriculum consultative governance mechanisms and improve ways of curriculum governance.We should consider the curriculum governance reform throughout the process of the implementation and evaluation of the core competencies,which will provide participation mechanisms,capabilities,and evaluation guarantees for the implementation.
引文
[1]宋乃庆,杨欣.中小学生课业负担过重的定量分析[J].教育研究,2014,35(3):25-30.
[2]教育部等九部门关于印发中小学生减负措施的通知[EB/OL].(2018-12-28).http://www.moe.gov.cn/srcsite/A06/s3321/201812/t20181229_365360.html.
[3]中国教育学会发布调查报告显示2016年我国中小学课外辅导“吸金”超八千亿[J].教育发展研究,2017,37(4):63.
[4]教育部关于全面深化课程改革落实立德树人根本任务的意见[Z].(教基二[2014]4号).
[5]褚宏启.核心素养的国际视野与中国立场---21世纪中国的国民素质提升与教育目标转型[J].教育研究,2016,37(11):8-18.
[6]VOOGT J.&ROBLINA N E.A Comparative Analysis of International Frameworks for 21st Century Competences:Implications for National Curriculum Policies[J].Journal of Curriculum Studies,2012,44(3):299-321.
[7]KEITA TAKAYAMA.OECD,‘Key Competencies’and the New Challenges of Educational Inequality[J].Curriculum Studies,2013,45(1):67-80.
[8]GABOR HALASZ&ALAIN MICHEL.Key Competences in Europe:Interpretation,Policy Formulation and Implementation[J].European Journal of Education,2011,46(3):289-306.
[9]袁贵仁.深化教育领域综合改革,加快推进教育治理体系和治理能力现代化---在2014年全国教育工作会议上的讲话[N].中国教育报,2014-02-13.
[10]KEITA TAKAYAMA.OECD,“Key Competencies”and the New Challenges of Educational Inequality[J].Curriculum Studies,2013,45(1):67-80.
[11]PAPANASTASIOU N.Comparison as Curriculum Governance:Dynamics of the European-wide Governance Technology of Comparison within England’s National Curriculum reforms[J].European Educational Research Journal,2012,11(3):413-427.
[12]CRICK R D.Key Competencies for Education in a European Context:Narratives of Accountability or Care[J].European Educational Research Journal,2008,7(3):311-318.
[13]尹弘飚,靳玉乐.课程实施的策略与模式[J].比较教育研究,2003(2):11-15.
[14]GABOR HALASZ&ALAIN MICHEL.Key Competences in Europe:Interpretation,Policy Formulation and Implementation[J].European Journal of Education,2011,46(3):289-306.
[15]KEITA TAKAYAMA.OECD,‘Key competencies’and the New Challenges of Educational Inequality[J].Curriculum Studies,2013,45(1):67-80.
[16]CONNOLLY M.&JAMES C.Reflections on Developments in School Governance:International Perspectives on School Governing under Pressure[J].Educational Management Administration&Leadership,2011,39(4):501-509.
[17]吴康宁.中国教育改革为什么会这么难[J].华东师范大学学报(教育科学版),2010,28(4):10-19,36.
[18]吴康宁.为什么学校会对学生的发展不负责[J].教育研究,2007(12):21-25.
[19]顾明远.中国教育路在何方---教育漫谈[J].课程·教材·教法,2015,35(3):3-16.
[20]教育部关于深入推进教育管办评分离促进政府职能转变的若干意见(教政法[2015]5号)[EB/OL].(2015-05-04).http://www.moe.gov.cn/srcsite/A02/s7049/201505/t201505 06_189460.html.
[21]林崇德.学生发展核心素养:面向未来应该培养怎样的人?[J].中国教育学刊,2016(6):1-2.
(1)参见:教育部关于全面深化课程改革落实立德树人根本任务的意见(教基二[2014]4号)[EB/OL].(2014-03-30).http://www.moe.edu.cn/;中共中央办公厅国务院办公厅印发《关于深化教育体制机制改革的意见》[EB/OL].(2017-09-24).http://www.gov.cn/zhengce/2017-09/24/content_5227267.htm.
(1)蔡清田,陈延兴.国民核心素养之课程转化[J].课程与教学季刊,2013,16(3):59-78;辛涛,姜宇,王烨辉.基于学生核心素养的课程体系建构[J].北京师范大学学报(社会科学版),2014(1):5-11;窦桂梅,胡兰.基于学生核心素养发展的“1+X课程”建构与实施[J].课程·教材·教法,2015(1):38-42,48;吕立杰,李刚.核心素养在学校课程转化的层级分析[J].课程·教材·教法,2016,36(11):50-56.
(1)该部分参考了国内外核心素养的比较成果,主要包括:林崇德.21世纪学生发展核心素养研究[G].北京师范大学出版社,2016;VOOGT J.&ROBLINA NE.A Comparative Analysis of International Frameworks for 21st Century Competences:Implications for National Curriculum Policies[J].Curriculum Studies,2012,44(3):299-321.
(1)GABOR HALASZ&ALAIN MICHEL.Key Competences in Europe:interpretation,policy formulation and implementation[J].European Journal of Education,2011,46(3):289-306;Roger-Fran9ois Gauthier.The competency-based approach to curriculum reform in five African countries:What can we learn from the 2008-2009evaluation?[J].Prospects,2013(43):429-439.
(1)俞可平.中国治理评估框架[J].经济社会体制比较,2008(6):1-9;何增科.国家治理及其现代化探微[J].国家行政学院学报,2014(4):11-14.
[2]教育部等九部门关于印发中小学生减负措施的通知[EB/OL].(2018-12-28).http://www.moe.gov.cn/srcsite/A06/s3321/201812/t20181229_365360.html.
[3]中国教育学会发布调查报告显示2016年我国中小学课外辅导“吸金”超八千亿[J].教育发展研究,2017,37(4):63.
[4]教育部关于全面深化课程改革落实立德树人根本任务的意见[Z].(教基二[2014]4号).
[5]褚宏启.核心素养的国际视野与中国立场---21世纪中国的国民素质提升与教育目标转型[J].教育研究,2016,37(11):8-18.
[6]VOOGT J.&ROBLINA N E.A Comparative Analysis of International Frameworks for 21st Century Competences:Implications for National Curriculum Policies[J].Journal of Curriculum Studies,2012,44(3):299-321.
[7]KEITA TAKAYAMA.OECD,‘Key Competencies’and the New Challenges of Educational Inequality[J].Curriculum Studies,2013,45(1):67-80.
[8]GABOR HALASZ&ALAIN MICHEL.Key Competences in Europe:Interpretation,Policy Formulation and Implementation[J].European Journal of Education,2011,46(3):289-306.
[9]袁贵仁.深化教育领域综合改革,加快推进教育治理体系和治理能力现代化---在2014年全国教育工作会议上的讲话[N].中国教育报,2014-02-13.
[10]KEITA TAKAYAMA.OECD,“Key Competencies”and the New Challenges of Educational Inequality[J].Curriculum Studies,2013,45(1):67-80.
[11]PAPANASTASIOU N.Comparison as Curriculum Governance:Dynamics of the European-wide Governance Technology of Comparison within England’s National Curriculum reforms[J].European Educational Research Journal,2012,11(3):413-427.
[12]CRICK R D.Key Competencies for Education in a European Context:Narratives of Accountability or Care[J].European Educational Research Journal,2008,7(3):311-318.
[13]尹弘飚,靳玉乐.课程实施的策略与模式[J].比较教育研究,2003(2):11-15.
[14]GABOR HALASZ&ALAIN MICHEL.Key Competences in Europe:Interpretation,Policy Formulation and Implementation[J].European Journal of Education,2011,46(3):289-306.
[15]KEITA TAKAYAMA.OECD,‘Key competencies’and the New Challenges of Educational Inequality[J].Curriculum Studies,2013,45(1):67-80.
[16]CONNOLLY M.&JAMES C.Reflections on Developments in School Governance:International Perspectives on School Governing under Pressure[J].Educational Management Administration&Leadership,2011,39(4):501-509.
[17]吴康宁.中国教育改革为什么会这么难[J].华东师范大学学报(教育科学版),2010,28(4):10-19,36.
[18]吴康宁.为什么学校会对学生的发展不负责[J].教育研究,2007(12):21-25.
[19]顾明远.中国教育路在何方---教育漫谈[J].课程·教材·教法,2015,35(3):3-16.
[20]教育部关于深入推进教育管办评分离促进政府职能转变的若干意见(教政法[2015]5号)[EB/OL].(2015-05-04).http://www.moe.gov.cn/srcsite/A02/s7049/201505/t201505 06_189460.html.
[21]林崇德.学生发展核心素养:面向未来应该培养怎样的人?[J].中国教育学刊,2016(6):1-2.
(1)参见:教育部关于全面深化课程改革落实立德树人根本任务的意见(教基二[2014]4号)[EB/OL].(2014-03-30).http://www.moe.edu.cn/;中共中央办公厅国务院办公厅印发《关于深化教育体制机制改革的意见》[EB/OL].(2017-09-24).http://www.gov.cn/zhengce/2017-09/24/content_5227267.htm.
(1)蔡清田,陈延兴.国民核心素养之课程转化[J].课程与教学季刊,2013,16(3):59-78;辛涛,姜宇,王烨辉.基于学生核心素养的课程体系建构[J].北京师范大学学报(社会科学版),2014(1):5-11;窦桂梅,胡兰.基于学生核心素养发展的“1+X课程”建构与实施[J].课程·教材·教法,2015(1):38-42,48;吕立杰,李刚.核心素养在学校课程转化的层级分析[J].课程·教材·教法,2016,36(11):50-56.
(1)该部分参考了国内外核心素养的比较成果,主要包括:林崇德.21世纪学生发展核心素养研究[G].北京师范大学出版社,2016;VOOGT J.&ROBLINA NE.A Comparative Analysis of International Frameworks for 21st Century Competences:Implications for National Curriculum Policies[J].Curriculum Studies,2012,44(3):299-321.
(1)GABOR HALASZ&ALAIN MICHEL.Key Competences in Europe:interpretation,policy formulation and implementation[J].European Journal of Education,2011,46(3):289-306;Roger-Fran9ois Gauthier.The competency-based approach to curriculum reform in five African countries:What can we learn from the 2008-2009evaluation?[J].Prospects,2013(43):429-439.
(1)俞可平.中国治理评估框架[J].经济社会体制比较,2008(6):1-9;何增科.国家治理及其现代化探微[J].国家行政学院学报,2014(4):11-14.