稳步推进高考综合改革 彰显内涵更加丰富的“选择性”——基于第三批8省市高考综合改革方案
|
摘要
"选择性"的教育理念一直贯穿于高考恢复以来的历次改革中,并且在不同的历史时期取得了一定成效。2014年启动的新一轮高考改革进行了更为系统、全面、深入的设计,在改革的长远目标、具体举措和保障措施等方面,"选择性"的教育理念迈上了一个新高度。针对"选择性"给高考综合改革试点带来的困境,需要在丰富"选择性"内涵的基础上进行更为务实的探索,新推出的第三批8省市高考综合改革方案即是基于此理念的创新。
The idea of selectivity in education has run deep through all the reforms of Gaokao since its resumption in 1977, and has achieved certain results in different historical periods. The current round of Gaokao reform launched in 2014 has been designed in a more systemic, comprehensive and in-depth, which has pushed the educational idea of selectivity to a new height in terms of long-term goals, specific measures and close collaboration among all sides involved. Nevertheless, in view of the dilemma of "selectivity" in the current pilot reform, more pragmatic explorations should be made on the basis of its enriched connotation, and the reform plans of the 3rd batch of 8 provinces/municipalities represent exemplars of innovation based on this rationale.
The idea of selectivity in education has run deep through all the reforms of Gaokao since its resumption in 1977, and has achieved certain results in different historical periods. The current round of Gaokao reform launched in 2014 has been designed in a more systemic, comprehensive and in-depth, which has pushed the educational idea of selectivity to a new height in terms of long-term goals, specific measures and close collaboration among all sides involved. Nevertheless, in view of the dilemma of "selectivity" in the current pilot reform, more pragmatic explorations should be made on the basis of its enriched connotation, and the reform plans of the 3rd batch of 8 provinces/municipalities represent exemplars of innovation based on this rationale.
引文
[1]TSANG M C.Education and National Development in China Since1949:Oscillating Policies and Enduring Dilemmas[J].China Review,2000:579-618.
[2]瞿振元.高考改革的亲身经历与思考[J].教育与考试,2017(4):10.
[3]朱新卓.教育的本体性功能:提升人的灵性[J].教育研究,2008(9):23-24.
[4]刘希伟.高考科目改革的轨迹与反思:基于选择性的视角[J].全球教育展望,2018(4):84.
[5]教育部学生管理司,本刊编辑部.《改革高考分类、科目设置与计分比例讨论》结束语[J].人民教育,1984(7):34.
[6]杨学为.高考文献:下[M].北京:高等教育出版社,2003.
[7]杨学为.高考改革与国情[J].求是,1999(5):35.
[8]郭小川.带着读者的疑问听瞿司长讲那高考的事[J].高校招生,2002(2):6-7.
[9]章建石.关于选考科目等级赋分的改进:历史经验、现实限制与可能方向[J].华东师范大学学报:教育科学版,2018(3):80.
[10]谈松华,本刊编辑部.高考改革:历史经验与时代使命:访国家教育咨询委员会委员谈松华[J].中国考试,2018(1):4.
[2]瞿振元.高考改革的亲身经历与思考[J].教育与考试,2017(4):10.
[3]朱新卓.教育的本体性功能:提升人的灵性[J].教育研究,2008(9):23-24.
[4]刘希伟.高考科目改革的轨迹与反思:基于选择性的视角[J].全球教育展望,2018(4):84.
[5]教育部学生管理司,本刊编辑部.《改革高考分类、科目设置与计分比例讨论》结束语[J].人民教育,1984(7):34.
[6]杨学为.高考文献:下[M].北京:高等教育出版社,2003.
[7]杨学为.高考改革与国情[J].求是,1999(5):35.
[8]郭小川.带着读者的疑问听瞿司长讲那高考的事[J].高校招生,2002(2):6-7.
[9]章建石.关于选考科目等级赋分的改进:历史经验、现实限制与可能方向[J].华东师范大学学报:教育科学版,2018(3):80.
[10]谈松华,本刊编辑部.高考改革:历史经验与时代使命:访国家教育咨询委员会委员谈松华[J].中国考试,2018(1):4.