我国课程改革决策的特点、问题及其改进  

The Characteristics,Problems and Improvement of the Curriculum Reform Policy Decision-making in China

作　　者：靳玉乐[1] 李志超[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育发展研究》2013年第12期1-7,共7页Research in Educational Development

基　　金：重庆市"两江学者计划"特聘教授资助项目的部分研究成果

摘　　要：与我国历次课程改革相比,此次课程改革的决策以关注人的生存与发展的决策立足点,专业引领、行政推动的决策结构,集体审议、对话协商的决策机制,"摸着石头过河"的渐进决策方式为特点。目前的课程改革决策中,尚存在共识制度实质性缺乏与民主决策机制空心化、决策执行乏力与"改革疲惫"、质量检测评估制度缺位与决策效能发挥欠佳等问题。课程改革决策的改进,需要坚持"底线共识"和"顶层设计"有效结合,建立可持续性发展的课程改革决策机制,规范权力运作机制、明确职责分工,强化教育专业品质、巩固教育专业立场等。Compared with previous curriculum reform in China, this curriculum reform policy decision-making is characteristiced by the base of the policy decision of concern about the survival and development of human, the professional guidanced and chief- driven policy decision structure, the decision-making mechanism based on dialogue and collective consideration, arid the gradual policy decision mode. Currently, there still exist many problems in the curriculum reform policy decision-making, mainly reflected in the shortage of the consensus system＇s substantive and the hollow of democratic decision-making mechanism, the fatigue of policy decision perform and the curriculum reform, the lack of quality testing assessment system and the low efficiency of policy decision making.To improve the curriculum reform policy decision-making, there demands the combination of baseline consensus and top-level design, the establishment of the sustainable development curriculum reform mechanism, the regulation of the operation of power mechanism, the clarification of the respective responsibilities, the strengthen the professional education quality and professional education standpoint.

关 键 词：课程改革 决策 

分 类 号：G423[文化科学—课程与教学论]