基础教育课程“渐进”改革的理论构建与实践探索  

The Theory Construction and Practice Exploration of "Gradual Reform" of Basic Education Curriculum

作　　者：潘新民[1] 石雷[2] 

机构地区：[1]河北师范大学教育学院,石家庄050091 [2]北京师范大学出版集团,北京100875

出　　处：《教育发展研究》2012年第2期13-17,共5页Research in Educational Development

基　　金：教育部重点课题"基础教育课程渐进改革的理论研究与实践探索"(DHA110234);河北师范大学博士基金项目"政府主导型课程改革的方法论症结与对策研究"的阶段性成果

摘　　要：我国基础教育新课程改革理念与实践中存在着"突变论"倾向,即认为当前中国基础教育课程是落后的、传统的、急需改变的,基础教育课程改革的历史使命就是要通过"突变"方式促进"传统教育"向"现代教育"转型,或是转向"后现代教育"。然而,中国基础教育课程改革应是深化、调整和完善现代教育体系,而非通过"突变"另创一套新体系,"渐进论"应是改革的方法论选择。Our country＇s basic education curriculum reform has difficulty in recent ten years. The main reason is that the conception of directing reforming shows a kind of ＂catastrophe theory＂ tendency. China＇s basic education curriculum reform should deepen, adjust and perfect modern educational system, but net to create another new system through ＂catastrophe＂. ＂Gradual theory＂ should be a method choice to promote China＇s basic education curriculum reform. ＂Gradual reform＂ emphasizes that reform is a limited rational behavior; reform is a ＂complicated＂ process, not ＂overnight＂; reform needs both sides to adapt and develop.

关 键 词：基础教育课程改革 突变论 渐进论 

分 类 号：G632.3[文化科学—教育学]