基础教育改革的制约因素及作用方式  

The Restricting Factors and Its Functional Mode in the Elementary Education Reform

作　　者：齐学红[1] 

机构地区：[1]南京师范大学教育社会学研究中心,江苏南京210097

出　　处：《教育理论与实践》2012年第6期22-26,共5页Theory and Practice of Education

基　　金：全国教育科学规划"十一五"教育部重点课题<道德教育改革的社会学研究>(课题批准号:DEA060106)的阶段性成果之一

摘　　要：基础教育改革主要受到来自专家系统、学校利益、技术力量、行政力量以及个人因素等诸多社会因素的制约与影响,知识与权力、权利与利益、直接与间接、偶然与必然,多种力量以其不同的方式共同作用于改革进程,进而导致改革很难按照设计者的预设有序推进。教育改革作为一种社会事件,其复杂性、变动性、开放性,需要以一种复杂性思维,多角度、全方位地加以审视。Elementary education reformation is influenced and restricted by many social factors such as the expert system, school interests, technical force, administrative power and personal factors. Knowledge and power, rights and interests, directness and indirectness, chance and necessity all act on the course of reform, resulting in the difficulty in promoting the reform according to the designer＇s anticipation. Considering the complexity, changeability and openness of reformation, the reform, as a social event, should be examined with a kind of complicated thinking from many angles.

关 键 词：基础教育改革 复杂性思维 制约因素 作用方式 行动逻辑 工程化思维 

分 类 号：G40-011.8[文化科学—教育学原理]