略论“新基础教育”研究之路的若干特征  

On the Characteristics of"New Basic Education"Study

作　　者：叶澜[1] 

机构地区：[1]华东师范大学基础教育改革与发展研究所,上海200062

出　　处：《基础教育》2011年第2期5-14,共10页Journal of Schooling Studies

基　　金：国家社科基金"十一五"规划(教育科学)2006年度国家重点课题"建设创新型国家与和谐社会背景下的素质教育研究"(课题批准号:AAA060002)结题成果

摘　　要：十五年的"新基础教育"研究,为素质教育深化研究提供了经验与成果。它创生了"深度介入"的新研究方式,以改革要解决的问题重心为标志,经历了探索性、发展性、成型性三大阶段。它形成了推进改革的策略系列,包括整体策划与分段实施相结合、日常实践持续开展与关键节点集中交流相结合、重点突破和梯度放大相结合。它建构了"推进型评价"的理论与方法。评价以推进改革发展为目标,对项目的系统设计以整体性和结构性为特征;评价过程是改革研究的有机组成,是华东师大理论研究人员对研究不断清晰、反思和进一步发展策划的过程。Fifteen years of ＂New Basic Education＂ study provided so me experience and achievements for deepening of quality education.It has created n ew study approach called ＂deep involvement＂,and marked the problems to be solved in the reform,it has undergone three phases,i.e.exploratory research,developmen tal research and formability research.It has formed a series of strategies to promo te reform,including the overall planning combined with implementation in phases,ongoing daily practice combined with concentrated communication on key nodes,an d ＂major breakthroughs＂ combined with gradient amplifier＂.It is constructed of theory and methods of ＂promoting evaluation＂.With the goal of promoting reform,the project design of evaluation is characteristic of holistic and structural;evalu ation process is the organic composition of reform study,and it promote the theory researchers of East China Normal University to be ever-clearer,make reflection and further planning of development to the reform.

关 键 词：“新基础教育” “深度介入” 推进策略 “推进型评价” 

分 类 号：G632.0[文化科学—教育学]