规范性制度对新课程政策实施的影响及其政策意义  

The Influence of Normative Institutions on New Curriculum Policy Implementation and Its Policy Implications

作　　者：柯政[1] 

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《北京大学教育评论》2010年第1期101-113,共13页Peking University Education Review

基　　金：2009年上海市浦江人才计划

摘　　要：在新课程政策实施过程中,至少有三套规范性制度对学校教师的行为产生了影响,教师觉得他们应该履行不尽相同甚至存在冲突的三方面社会责任。被教师认为最重要的不是实施新课程政策,新课程政策并未成功完成社会价值的权威分配。进一步推进和完善新课程,就需要政策推动者高度重视并善于对社会规范和价值观进行有创造力的构架。There are at least three sets of normative institutions influencing teachers' ways of implementing the new curriculum policy.Teachers feel they should comply with three different and even conflicting social obligations.The most important self-perceived social obligation is not implementing the new curriculum.The new curriculum policy has not successfully achieved the authoritative allocation of values.An innovative framework for constructing social value and norms is deadly needed to further advance the new curriculum policy.

关 键 词：规范性制度 新课程 政策实施 

分 类 号：G423[文化科学—课程与教学论]