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机构地区:[1]香港中文大学教育行政与政策学系助理教授 [2]华东师范大学课程与教学研究所讲师,上海200060
出 处:《全球教育展望》2012年第12期15-23,共9页Global Education
基 金:教育部人文社科重点研究基地重大研究项目“义务教育阶段学生课业负担监测与公告制度研究”(项目编号:11JJD880010)的阶段性成果
摘 要:自建国到90年代后期,中国基础教育政策中"减轻学生课业负担"(简称减负)一直是重要的教育政策与教育民生问题的关注点。在新课程改革之后,减负更成为家长与社会媒体长盛不衰的教育热点问题,也是教育政策部门的工作重点之一。虽然民间与学界讨论很多,但是学界与大众对于中小学生课业负担的理解与有效解决方式未能达成一个清晰完整的共识。因此本文引入米尔斯的"个人困扰"与"公共议题"的讨论,从"真实世界"的政策理解进路国际上已有近三十多年历史的"家庭作业"研究出发,从时间、负担与投入呈现不同群体所感知的中小学生课业负担现象,最后提出将课业负担转化为学习工作量与学习投入的教育观念,从而推动对减负的系统学术研究与政策制定工作。Ever since 1949 to the late of 1990' s, academic - burden - alleviation policy has been the highlight of the basic education policies and the attention of the public. It has been increasingly heated among parents and the public media after the new curriculum reform and became a focused policy in educational administration. Despite numerous public and academic discus- sions on the issue, the public and academics have not reached at a shared and clear understanding of what is academic burden of students and what would work for alleviating it. Therefore on the basis of 30 - year international homework studies, this article a- dopts the framework by C.W. Mills of private troubles and public issue and puts forward to a preliminary theoretical understand- ing of the issue from time, burden and input. Finally student workload and student engagement are proposed to be included in the future study and bring an alternative student- centered perspective to view the issue.
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