课程变革的一种推进策略:确立“可行变革区”  

One Propulsive Strategy for Curriculum Reform:To Establish"Zone of Feasible Innovation"

作　　者：倪娟[1,2] 沈健[3,1,4] 

机构地区：[1]南京大学 [2]江苏省中小学教学研究室 [3]江苏省教育厅 [4]南京师范大学

出　　处：《教育研究》2009年第7期33-39,共7页Educational Research

基　　金：江苏省博士后科研资助计划第二批资助项目"中学理科课程与教学变革问题研究"(项目批准号:0802062C)的研究成果之一

摘　　要："可行变革区"是用来描述课程变革中略高于当前实际却又是与现实条件适合可行的变革区域。以学校发展理论、维果茨基的发展心理学和社会互动理论,以及"容忍区"理论为基础,可以判断确立"可行变革区"是深入推进课程变革的有效和必要的策略。课程的弹性化追求也从本质上需要学校及教师有权确定适合各自变革的具体进程。"可能性"、"操作性"、"匹配性"这三个标准可以作为界定"可行变革区"的主要指标,为变革区域建构可行的一系列中间步骤、排序、论证和执行是确立"可行变革区"的可能步骤。＂Zone of Feasible Innovation＂ is a concept used tO describe the possibility and feasibility of New Curriculum Reform, which is slightly beyond but suitable for the reality. Based on the theory of school-development, Vygotsky＇s developmental psychology and social interaction theory, as well as the theory of Tolerance Zone, we can make the decision that establishing ＂Zone of Feasible Innovation＂ is an effective and necessary strategy for further promoting New Curriculum Reform. The pursuit of flexible courses need empower the schools and teachers to decide the actual reform process in essence, the three standards as the ＂possibility＂, ＂interoperability＂, and ＂matching＂ can be regarded as the key indicators defining ＂Zone of Feasible Innovation＂. To construct a series of intermediate feasible steps for the innovative zone, sorting, clarifying and implementing in the process of the reform, should be the possible steps of ＂Zone of Feasible Innovation＂.

关 键 词：课程变革 可行变革区 最近发展区 容忍区 

分 类 号：G632.3[文化科学—教育学]