学校课程制度变革的路径分析  

Analysis of Methods for School Curriculum System Reform

作　　者：廖辉[1] 

机构地区：[1]中国人民大学教育学院,北京100872

出　　处：《课程．教材．教法》2013年第11期3-9,共7页Curriculum，Teaching Material and Method

基　　金：作者主持的国家社会科学基金"十一五"规划(教育学)青年基金课题"基础教育新课程改革背景下学校课程制度建设研究"(课题批准号:CHA100136);中国博士后科学基金面上资助项目(资助编号:2012M520490)的阶段性成果

摘　　要：学校课程制度是以现代课程理念为指导,在学校场域内用以规范、约束学校内外课程关系的规则、规范和运作机制。根据学校课程制度变革的环境、动因、组织与实施策略的差异,可以将学校课程制度变革分为外生路径、内生路径、过程路径、结构路径与情境路径五种路径。探讨这五种路径的基本内涵及主要特征,进一步明确变革的多元性、差异性和互补性,为寻求学校课程制度变革的现实路径,提供一个初步的认知分析框架。Guided by modem curriculum concepts, school curriculum system works in the school field as the regulation, norm and operation mechanism to standardize and restrict the relationship between curriculums inside and outside school. According to the differences of environment, motivation, organization and implementation strategies, there are five methods for school curriculum system reform., exogenous method, endogenous method, process method, structure method and situation methock By discussing the connotations and characters of these five methods, this essay tries to explain the diversity, differences and complementafiness exist in the reform, and offers a cognitive and analytical framework for further exploration of the practical method for school curriculum system reform.

关 键 词：学校课程制度 制度变革 路径分析 

分 类 号：G423.07[文化科学—课程与教学论]