教育改革的专家风险  

On the Expert Risk of Educational Reform

作　　者：邵泽斌[1] 

机构地区：[1]南京师范大学教育科学学院,副教授南京210097

出　　处：《教育发展研究》2011年第8期1-6,共6页Research in Educational Development

基　　金：江苏省高校哲学社会科学重点项目(2010ZDIXM044);南京师范大学跨学科重大项目(1009016)的阶段性成果

摘　　要：专家参与教育改革有其必要性,但也带来了一定的风险。辨识教育改革的专家风险,明晰专家参与改革的条件和限度,是实施教育改革的前提。教育改革的专家风险内在于教育改革与专家参与的三个基本冲突之中,即教育改革的整体性与专家知识的分立性、教育实践的反思性与专家理论的不确定性、教育改革的公共性与专家行动的"为我"性。Expert participation in education reform has reasonable property, but also risks. It is a prerequisite for the implementation of reform to identify expert risk of educational reform and clarify the conditions and limitations of expert participation in education reform. The expert risk of educational reform lie in three basic conflicts between educational reform and expert participation, that is, the integrity of education reform and the separation of expert knowledge, the reflection of educational practice and uncertainty of expert theories, the public nature of educational reform and ＂for me＂ property of expert action.

关 键 词：教育改革 专家 风险 

分 类 号：G521[文化科学—教育学]