我国当前课程运作机制的模型转向  

Trends of the Current Operation Mechanism of Curriculum Modes in China

作　　者：代建军[1] 

机构地区：[1]徐州师范大学教科院,徐州221116

出　　处：《教育发展研究》2008年第22期21-24,共4页Research in Educational Development

基　　金：全国教育科学"十一五"规划国家青年基金课题"我国基础教育课程改革中的课程运作机制研究"(CHA060071)的阶段性成果

摘　　要：从课程权力配置、课程运作主体和课程运作程序考察世界各国的课程改革,可以发现,课程运作机制主要有三种模型,一是政府控制-学校执行模型;二是政府引导-学校领导模型;三是政府监督-学校自主模型。我国从建国伊始到20世纪80年代中期,一直沿用第二种模型。这一运行机制的特点是课程的决策权力高度集中于中央,地方及学校的职责仅仅是执行。90年代以后,随着我国基础教育的改革,课程管理模式开始转向权力分享、责任分担,由此,政府引导-学校领导课程模型就成为课程运行机制的一种必然选择。Taking a wide view of the world＇s curriculum reform from the relation between power division of curriculum and subjects of curriculum operation, and the features of the curriculum operation procedure, the curriculum operation mechanism shows three kinds of trends： government control-school execution, government guidance-school lead, and government supervision -school independence. Our country had adopted government control-school execution mode since 1949 to the middle of 1980s. Decision- making power of curriculum of that mode was highly centralized, which meant curriculum was almost decided by the government, and neither local government nor schools had responsibility or decision right but to execute the decision of the government. Since 1990s, the basic curriculum reform of our country has changed from the mode of highly centralized and unified management to the mode of sharing the power and responsibility. Under this condition, government guidance-school lead curriculum operation mode has become an inevitable choice for us.

关 键 词：课程运作机制 政府控制-学校执行 政府引导-学校领导 

分 类 号：G642.3[文化科学—高等教育学]